Education without Truth in Postmodern Perspectivism

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Education without Truth in Postmodern Perspectivism Poststructuralist relativism, following the Nietzschean critique of Western rationalism, denounces the quest for truth as a quest to legitimize various claims on the level of universal human value, by covering up the indirect coercion of their discourse or imagery. Using perspectivism as an argument against philosophical grounding of various patterns and schemes, post-modern thinkers, under the influence of Poststructuralist relativism, try to depart from the cognitivist tradition by transforming philosophical thought to an edifying discipline (Rorty) or learning (Lyotard) liberated from a theory of knowledge, and giving into a discourse of literary or prosy character. I argue that post-modern perspectivism and the individualistic or collectivistic logic which nurtures its scope can be transcended through construction of hyperperspectivistic prisms based on alogic of interrelation animated by the interdisciplinarian spirit prevailing in the field of modern science. This latter serves as the leading thread for the foundation of a new canonicity which, without losing its historical and cultural character, can make claims to truth and validity of general acceptance. The hyperspectivistic canonicity deriving from such an interrelational logic is in a position to animate a new educational model capable of overcoming both idealistic and romantic versions of Bildung. During the last third of 20th century, the so-called postmodern world has been technically modernized in an unprecedented way. An unconstrained capitalist economy imposing constantly changing technologies determine, among other systems of social control, various forms of the educational system, each one of them promoting knowledge as a commodity. The ferment that swept, some years ago, not only the Third World but also the industrial societies for revolutionnary change of social and political institutions has given its place to a forceful modernization of established authority, political power and modes of accummulation. The belief that we live in a rapidly changing world is well spread. In fact, we live in a frenetically modernized but not changing world, given that the deification of the modern against the traditional forms of education, organization and communication levels the need to create a vision of a future society. The creation of such a vision presupposes the critical approach of the legitimacy of the established authority, of political power or wealth; issues which are no longer broadly discussed. The early and forceful advocates of libertarian or socialist values seem to be forgotten or definitely marginalised. (1) The philosophical tradition developed by philosophers like

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