Relevant bibliographies by topics / Postmodern condition

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Postmodern condition'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Postmodern condition"

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Slović, Srđan. "Lyotard's postmodern condition." Bastina, no. 48 (2019): 141–51. http://dx.doi.org/10.5937/bastina1948141s.

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Murphy, John W. "The Postmodern Condition." International Philosophical Quarterly 26, no. 3 (1986): 305–7. http://dx.doi.org/10.5840/ipq198626325.

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Hannigan, John, and Michael J. Dear. "The Postmodern Urban Condition." Canadian Journal of Sociology / Cahiers canadiens de sociologie 26, no. 3 (2001): 524. http://dx.doi.org/10.2307/3341903.

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Olson, Rex. "Psyche as Postmodern Condition." Janus Head 13, no. 2 (2014): 61–91. http://dx.doi.org/10.5840/jh201413218.

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This article examines James Hillman’s notion of psyche in relation to metaphor as the foundation for his archetypal psychology. In pushing Jung to his imaginal limits, Hillman provides an archetypal corrective to the Cartesianism inherent in modern scientific psychology in order to understand all aspects of contemporary psychological life. He proposes an ontological view of metaphor that locates psyche beyond language and mind to places in the world, thus seeking to establish a postmodern archetypal psychology. In the end his notion of psyche is not radical enough in its critique to advance archetypal psychology into acknowledging its postmodern condition.
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Misgeld, Dieter, and Michael Peters. "Education and the Postmodern Condition." Canadian Journal of Sociology / Cahiers canadiens de sociologie 22, no. 2 (1997): 277. http://dx.doi.org/10.2307/3341759.

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Jones, Campbell. "Theory after the Postmodern Condition." Organization 10, no. 3 (August 2003): 503–25. http://dx.doi.org/10.1177/13505084030103009.

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Standing, Edmund. "Homophobia and the Postmodern Condition." Theology & Sexuality 10, no. 2 (January 2004): 65–72. http://dx.doi.org/10.1177/135583580401000206.

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Koch, Robert. "Metaphysical Crises and the Postmodern Condition." International Philosophical Quarterly 39, no. 2 (1999): 123–40. http://dx.doi.org/10.5840/ipq199939223.

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Boeve, Lieven. "Critical Consciousness in the Postmodern Condition." Philosophy and Theology 10, no. 2 (1997): 449–68. http://dx.doi.org/10.5840/philtheol199710223.

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Garnar, Andrew Wells. "Hickman, Technology, and the Postmodern Condition." Techné: Research in Philosophy and Technology 16, no. 3 (2012): 231–51. http://dx.doi.org/10.5840/techne201216316.

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In his book Pragmatism as Post-postmodernism Larry Hickman argues that Classical Pragmatism (Peirce, James, Dewey, Mead) shares common features withpostmodern philosophies and provides a viable alternative to those philosophies. I agree with Hickman’s argument, and this paper argues that there are further connections between pragmatism and postmodernism in light of Hickman’s philosophy of technology. The paper explores the connections between postmodernism and technology, demonstrates how postmodern philosophy can be used to interpret contemporary postmodern technologies, and concludes by arguing that these interpretations fit well with Hickman’s work on technology through analyzing technologies like the iPod.
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Dissertations / Theses on the topic "Postmodern condition"

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Hartness, Paula B. "Po PoMo the post postmodern condition /." Connect to Electronic Thesis (CONTENTdm), 2009. http://worldcat.org/oclc/457041015/viewonline.

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Langslow, A. K. "Between rivers : the postmodern condition in a totalitarian state." Thesis, University of Oxford, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310332.

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McDowall, Matthew Lewis. "What choice? subculture films, naturalization, and the postmodern condition /." Connect to the multimedia version of this title online Connect to the PDF version of this title online, 2003. http://www.creighton.edu/%7Espoko/subculture/.

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Morning, E. Joy. "A postmodern leper colony, ability as a privileging or limiting condition." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0004/MQ42043.pdf.

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Roy, Keidrick Jamel. "PSYCHOANALYSIS, LIMINALITY, AND OPTICAL ABERRATION: A REPORT ON THE POSTMODERN URBAN CONDITION." Thesis, The University of Arizona, 2010. http://hdl.handle.net/10150/193391.

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I define intellectual urbanite as a person that exists on the margins of two societies. In this project, I will empty the term "urbanite" of its chic cultural value and use it to refer to a member of society who lives in the inner city and is subjected to multifarious racial, economic, and/or cultural forces perpetuated by controlling ideologies. The intellectual urbanite is marginalized by mainstream culture due to physical location, lack of wealth, racialization, racialized discourses, or any combination of these factors. Intellectual urbanites are also exiled to the margins of their own culture as those who act in ways other than what is coded for them within their home communities. This project will explore the postmodern psychological condition of the intellectual urbanite and suggest a means by which intellectual urbanites can differentiate themselves as nomadic thinkers rather than (re)productions of ideological domination.
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Song, Jae-Ryong. "Religion, self, and ethics in the postmodern condition : aspects of sociology and lindbeck's theology." Thesis, University of Bristol, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336832.

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Kent, Elizabeth MacLean Bolton Jonathan W. "Zombie as parody the misuses of science and the nonhuman condition in postmodern society /." Auburn, Ala, 2009. http://hdl.handle.net/10415/1689.

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Hicks, Janet H. L. "An analysis of Don DeLillo's powerful imaginings, the atmosphere of the individual implicated in the postmodern condition." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0007/MQ46177.pdf.

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Camozzato, Viviane Castro. "Da pedagogia às pedagogias : formas, ênfases e transformações." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/49809.

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A partir da noção de que o conceito de pedagogia é histórico e mutável, produzido e reproduzido nas contingências de cada tempo-espaço, nesta tese problematizo as novas formas e ênfases que a pedagogia vem adquirindo. O objetivo central é investigar as transformações no conceito de pedagogia, especificando suas articulações com as transformações culturais, vendo e procurando mostrar, por outro lado, o quanto essas tem sido elementos importantes nas flexões, formas e ênfases da pedagogia, fazendo com que seja pluralizada em sua denominação e em seus espaços de atuação. Devido a isso, a tese trabalha sobre a tensão da pedagogia às pedagogias, procurando mostrar, a partir dos Estudos Culturais pós-estruturalistas e da fecunda discussão sobre as pedagogias culturais, que há múltiplas pedagogias em funcionamento na sociedade contemporânea. Pedagogias tão díspares quanto forem as intencionalidades que as movimentem. Há a preocupação em circundar o conceito de pedagogia principalmente a partir das produtivas transformações no estado da cultura e nas relações com os saberes que tem sido perceptíveis a partir de meados da metade do século XX – abordando um espectro temporal que engloba discussões do que tem sido chamado de pós-moderno. O suporte teórico foi buscado em autores e autoras que problematizam questões referentes à condição pós-moderna, à pedagogia, às pedagogias culturais e à produção de sujeitos, especialmente, como Arendt, Bauman, Foucault, Lyotard, Ramos do Ó, Larrosa, Wortmann, Silva, Costa, dentre outros. O corpus de análise consiste em um conjunto de documentos, tais como excertos de livros da literatura pedagógica, de livros tipo best seller, uma matéria em revista e uma dissertação que analisa uma pedagogia cultural. Os achados da pesquisa mostram que é sobre a vida das pessoas como um todo que a pedagogia procura atuar. Para isso, tem se tornado uma necessidade e uma exigência que a pedagogia se prolifere, tornando possível que haja pedagogias em funcionamento na sociedade, atravessando os espaços e artefatos direcionados à condução das pessoas. De uma vontade de legislar tem havido um progressivo deslocamento para englobar, principalmente, as formas de interpretar, com as pedagogias, uma pluralidade que não cessa de se transmutar. Outro achado se deu em relação ao fato de ter identificado, a partir do conjunto de transformações que circundam a pedagogia, o funcionamento de uma vontade de pedagogia que torna possível as pedagogias – sobretudo frente as dificuldades de educar em um mundo cambiante. Em meio às condições analisadas, as pedagogias parecem atuar sobre as condições do presente para forjar, justamente, os sujeitos do presente. Um outro achado refere-se ao fato de que no cerne da pedagogia e das pedagogias está a pretensão de dar forma aos sujeitos ao atuar sobre eles, proporcionando um deslocamento, no contemporâneo, de uma pedagogia que operava com um mestre dando forma a um “outro” para, muito mais, um processo em que cada um passou a atuar sobre si mesmo, elaborando e reelaborando a si através de técnicas e práticas aprendidas com as pedagogias.
From the notion that the meaning of pedagogy is historical and changeable, produced and reproduced under contingencies of every piece of time-space, in this thesis I problematise new forms and emphases that pedagogy has owned. The main aim is to investigate changes in pedagogy meaning, showing its articulations with cultural changes, on the other hand, seeing and trying to show to what degree these have been important elements for changes, forms and emphases, so that its name and sites of action are pluralised. Therefore, from poststructuralist Cultural Studies and the fertile discussion about cultural pedagogies, this thesis works with the tension between pedagogy and pedagogies, seeking to show there are multiple pedagogies working in contemporary society: pedagogies that are as different as intentions moving them. I seek to come around the pedagogy meaning, particularly from useful changes in the culture state and relationships with pieces of knowledge noted found in the mid-20th century ― addressing a temporal space encompassing discussions about what has been called as the postmodern. The theoretical notion is based on male and female writers problematising issues about the postmodern condition, pedagogy, cultural pedagogies, and subject production, especially Arendt, Bauman, Foucault, Lyotard, Ramos do Ó, Larrosa, Wortmann, Silva, and Costa. The analysis corpus consists of a set of documents, such as pedagogical literature excerpts, best-selling books, an issue in a magazine and a dissertation analysing a cultural pedagogy. Research findings showed that the pedagogy seeks to act upon the people as a whole. For this, it is necessary and urgent pedagogy to spread out so that there are several pedagogies operating in society, cutting across spaces and artefacts meant to guide people. From a will to legislate, there has been a progressive change to encompass chiefly the ways of interpreting the plurality that does not stop transmuting. From the set of changes surrounding the pedagogy, another finding is about the fact of having identified the working of a pedagogical will enabling pedagogies, especially in the face of difficulties to educate in an interchangeable world. Under these conditions, pedagogies seem to act upon present conditions to forge exactly present subjects. Still another finding refers to the fact that in the core of pedagogy and pedagogies is the intention to shape subjects when acting upon them, providing displacement of a piece of pedagogy that was working with one teacher and forming „another one‟, towards a process in which everyone starts to act upon oneself, constructing and reconstructing oneself by techniques and practices pedagogies teach.
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Sanguinetti, Jill, and edu au jillj@deakin edu au mikewood@deakin edu au kimg@deakin. "Within and Against Performativity: Discursive Engagement in Adult Literacy and Basic Education." Deakin University. Information not given, 1999. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20040615.103017.

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The field of adult literacy and basic education (ALBE) has undergone dramatic changes in recent years with the advent of labour market programs, accreditation, competency-based assessment and competitive tendering for program funds. Teachers' working conditions have deteriorated and their professional autonomy has been eroded. ALBE has been increasingly instrumentalised to fulfil the requirements of a marketised economy and conform to its norms. The beliefs and value systems which traditionally underpinned the work of ALBE teachers have been reframed according to the principle of 'performativity' and the demands of the 'performative State' (Lyotard, 1984: 46, Yeatman 1994: 110). The destabilisation of teachers' working lives can be understood as a manifestation of the 'postmodern condition' (Lyotard 1984; Harvey 1989): the collapse of the certainties and purposes of the past; the proliferation of technologies; the impermanence and intensification of work; the commodification of knowledge and curricula; and the dissolving of boundaries between disciplines and fields of knowledge. The critiques of the modernist grand narratives which underpin progressivist and critical approaches to adult literacy pedagogy have further undermined the traditional points of reference of ALBE teachers. In this thesis I examine how teachers are teaching, surviving, resisting, and 'living the contradictions' (Seddon 1994) in the context of struggles to comply with and resist the requirements of performativity. Following Foucault and a number of feminist poststructuralist authors, I have applied the notions of 'discursive engagement' and 'the politics of discourse' (Yeatman 1990a) as a way of theorising the interplay between imposed change and teachers' practice. I explore the discursive practices which take place at the interface between the 'new' policy discourses and older, naturalised discourses; how teachers are engaged by and are engaging with discourses of performativity; how teachers are discursively constructing adult literacy pedagogy; what new, hybrid discourses of 'good practice' are emerging; and the micropractices of resistance which teachers are enacting in their speech and in their practice. My purpose was to develop knowledge which would support the reflexivity of teachers; to enrich the theoretical languages that teachers could draw upon in trying to make sense of their situation; and to use those languages in speaking about the dilemmas of practice. I used participatory action research as a means of producing knowledge about teachers' practices, structured around their agency, and reflecting their standpoint (Harding 1993). I describe two separate action research projects in which teachers of ALBE participated. I reflect on both projects in the light of poststructuralist theory and consider them as instances of what Lather calls 'within/against research' (Lather 1989: 27). I analyse written and spoken texts produced in both projects which reflect teachers' responses to competency-based assessment and other features of the changing context. I use a method of discourse mapping to describe the discursive field and the teachers' discursive practices. Three main configurations of discourse are delineated: 'progressivism', 'professional teacher' and 'performativity'. The teachers mainly position themselves within a hybridising 'progressivist /professional teacher' discourse, as a discourse of resistance to 'performative' discourse. In adapting their pedagogies, the teachers are in some degree taking the language and world view of performativity into their own vocabularies and practices. The discursive picture I have mapped is complex and contradictory. On one hand, the 'progressivist /professional teacher' discourse appears to endure and to take strength from the articulation into it of elements of performative discourse, creating new possibilities for discursive transformation. On the other hand, there are signs that performative discourse is colonising and subsuming progressivist /professional teacher discourse. At times, both of these tendencies are apparent in the one text. Six micropractices of resistance are identified within the texts: 'rational critique', 'objectification', 'subversion', 'refusal', 'humour' and 'the affirmation of desire'. These reflect the teachers' agency in making discursive choices on the micro level of their every day practices. Through those micropractices, the teachers are engaging with and resisting the micropractices and meanings of performativity. I apply the same multi-layered method of analysis to an examination of discursive engagement in pedagogy by analysing a transcript of the teachers' discussion of critical incidents in their classrooms. Their classroom pedagogies are revealed as complex, situated and eclectic. They are combining and integrating their 'embodied' and their 'institutional' powers, both 'seducing' (McWilliam 1995) and 'regulating' (Gore 1993) as they teach. A strong ethical project is apparent in the teachers' sense of social responsibility, in their determination to adhere to valued traditions of previous times, and in their critical self-awareness of the ways in which they use their institutional and embodied powers in the classroom. Finally, l look back on the findings, and reflect on the possibilities of discursive engagement and the politics of discourse as a framework for more strategic practice in the current context. This research provides grounds for hope that, by becoming more self-conscious about how we engage discursively, we might become more strategic in our everyday professional practice. Not withstanding the constraints (evident in this study) which limit the strategic potential of the politics of discourse, there is space for teachers to become more reflexive in their professional, pedagogical and political praxis. Development of more deliberate, self-reflexive praxis might lead to a 'postmodern democratic polities' (Yeatman 1994: 112) which would challenge the performative state and the system of globalised capital which it serves. Short abstract Adult literacy and basic education (ALBE) teachers have experienced a period of dramatic policy change in recent years; in particular, the introduction of competency-based assessment and competitive tendering for program funds. 'Discourse politics' provides a way of theorising the interplay between policy-mediated institutional change and teachers' practice. The focus of this study is 'discursive engagement'; how teachers are engaged by and are engaging with discourses of performativity. Through two action research projects, texts were generated of teachers talking and writing about how they were responding to the challenges, and developing their pedagogies in the new policy environment. These texts have been analysed and several patterns of discursive engagement delineated, named and illustrated. The strategic potential of 'discourse polities' is explored in the light of the findings.
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Books on the topic "Postmodern condition"

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Heller, Agnes. The postmodern political condition. New York: Columbia University Press, 1988.

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Heller, Agnes. The postmodern political condition. Cambridge, UK: Polity Press in association with B. Blackwell, 1988.

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The postmodern urban condition. Oxford, OX., England: Blackwell, 2000.

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Heller, Agnes. The postmodern political condition. Cambridge, UK: Polity Press in association with B. Blackwell, 1988.

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History without a subject: The postmodern condition. Boulder, Colo: Westview Press, 1997.

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Burke, Roger. 'Hanging out'in the 1990s: Young people and the postmodern condition. Leicester: University of Leicester, Scarman Centre for the Study of Public Order, 1996.

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James, Marshall, ed. Individualism and community: Education and social policy in the postmodern condition. London: Falmer Press, 1996.

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Lancini, Stefan. The collapsed centre: Symptoms of the postmodern condition and the photoworks of Astrid Klein. Derby: Derbyshire College of Higher Education, 1991.

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Modern conditions: Postmodern controversies. London: Routledge, 1992.

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Pavlich, George C. Justice fragmented: Mediating community disputes under postmodern conditions. London: Routledge, 1996.

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Book chapters on the topic "Postmodern condition"

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Burke, Roger Hopkins. "Crime and the postmodern condition." In An Introduction to Criminological Theory, 397–415. Fifth edition. | Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315204871-24.

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Gordić Petković, Vladislava. "The Canadian Condition: Migration of Intellectuals and Artists in Post-Yugoslav Fiction." In Les Migrations postmodernes: Le Canada = Postmodern Migrations: Canada, 151–63. Beograd: Univerzitet u Beogradu, Filološki fakultet, Srpska asocijacija za kanadske studije, 2021. http://dx.doi.org/10.18485/asec_sacs.2021.9.ch10.

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Thomas, Michael. "The Postmodern Political Condition: Deconstruction and Enlightenment." In The Reception of Derrida, 96–121. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230514102_5.

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Davids, Nuraan, and Yusef Waghid. "Academic Activism and the Postmodern Condition Revisited." In Academic Activism in Higher Education, 113–25. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0340-2_9.

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Stocchetti, Matteo. "The Enemy Within?: Intellectuals, Violence, and the “Postmodern Condition”." In Global Academe, 99–119. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137014931_7.

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Jones, Steven Jeffrey. "Pluralism, Agonistics, and the Postmodern Condition: Lyotard’s Development of Wittgenstein." In The Tasks of Contemporary Philosophy / Die Aufgaben der Philosophie in der Gegenwart, 475–79. Munich: J.F. Bergmann-Verlag, 1986. http://dx.doi.org/10.1007/978-3-662-30341-2_88.

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Schwarz, Gottfried. "Lyotard, Jean-François: La condition postmoderne." In Kindlers Literatur Lexikon (KLL), 1–2. Stuttgart: J.B. Metzler, 2020. http://dx.doi.org/10.1007/978-3-476-05728-0_14775-1.

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Sieder, Reinhard. "Der Familienmythos und die romantische Liebe in der condition postmoderne." In Sehnsucht Familie in der Postmoderne, 45–72. Göttingen: Vandenhoeck & Ruprecht, 2010. http://dx.doi.org/10.13109/9783666403286.45.

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Trifonas, Peter Pericles, and Effie Balomenos. "Crossing the Postmodern Conditions that Divide: Theorizing Difference and the Cultural Politics of Emancipation in Critical Pedagogy." In Communities of Difference, 147–64. New York: Palgrave Macmillan US, 2005. http://dx.doi.org/10.1057/9781403981356_9.

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Lyotard, Jean-François. "The postmodern condition." In The Postmodern Turn, 27–38. Cambridge University Press, 1994. http://dx.doi.org/10.1017/cbo9780511570940.003.

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Conference papers on the topic "Postmodern condition"

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Dura, Ioan, and Bogdan-Florin Chiriluță. "Rethinking Traditional Religion in the Postmodern Condition: There is any Axiological Validity of New Religiosity in the 21st Century?" In WLC 2016 World LUMEN Congress. Logos Universality Mentality Education. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.09.42.

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Ladygina, Olga. "Intercultural Dialogue in Postmodern Conditions." In Proceedings of the International Conference "Topical Problems of Philology and Didactics: Interdisciplinary Approach in Humanities and Social Sciences" (TPHD 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/tphd-18.2019.46.

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Chuikova, T. S. "University Professors In Changing Employment Conditions: Emotional Consequences." In Humanistic Practice in Education in a Postmodern Age. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.115.

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Sytina, Nadejda. "Prevention Of Asocial Behavior In Conditions Of Extracurricular Activities." In Humanistic Practice in Education in a Postmodern Age. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.93.

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Aitov, Valeriy. "Teaching Grammatical Means Of Communication In Real Multiculturalism Conditions." In Humanistic Practice in Education in a Postmodern Age. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.1.

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Zanin, D. S. "Organizational And Pedagogical Factors Of A Specialists’ Professional Development In Modern Conditions." In Humanistic Practice in Education in a Postmodern Age. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.49.

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Chudinova, T. A. "Institutional And Pedagogical Conditions Of Professional Stability Development In Law Enforcement Officers." In Humanistic Practice in Education in a Postmodern Age. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.114.

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Bahktiyarova, V. F. "Conditions For Forming The Readiness Of Pedagogical University Students For Their Career." In Humanistic Practice in Education in a Postmodern Age. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.14.

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Guseynov, Aleksandr, and Viktoriya Shipovskaya. "Development of scientific images about radicalization of protest activity of personality." In Safety psychology and psychological safety: problems of interaction between theorists and practitioners. «Publishing company «World of science», LLC, 2020. http://dx.doi.org/10.15862/53mnnpk20-02.

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The analysis of theories and models of radicalization existing in psychology and sociology is given. The complexity and transitivity of the world, the emerging methodological trends in psychology, the change of postmodern discourse to metamodernism require new psychological approaches to a research of this phenomenon, which can take into account the role of cultural factors and anthropological turn, as well as space and time as ontological constants of reality. Theoretical: theoretical and methodological analysis of scientific literature, comparison, generalization, interpretation. The paper summarizes a number of empirical studies of the authors related to the problems of extremism. The goal is to consider the evolution of ideas about the radicalization of protest activity and substantiate the high relevance of the subject-being approach to explain the problem of extremism. The authors distinguish six main theories and models that reveal the nature of radicalization: the theory of anomy (R. Merton), the theory of "relative deprivation" (T. Garr), the concept of an authoritarian personality (A. Adorno), a model of social identity in collective activity (M. Van Zomeren ), the model of radicalization (R. Borum), the model of radicalization (F. Mohaddam). The authors note the demand for a metamodern methodological strategy, which makes it possible to record personal transformations and construct new images of a person. The authors come to the conclusion that the substantive differences in approaches lie in the influence quantity of external determinants causing the emergence of radical attitudes. In the development of the theme of extremism, the main ones are the principle of the unity of the personality and its being, the methodological principle of subjectivity and the principle of uncertainty, which reveal additional nuances of the phenomenon that increases cognitive capabilities. The conditions of the subject-being approach are considered and the concept of protest activity is presented, based on the notions of "existential personal identity", "subjective activity", "subjectivity", revealing the reasons for negative transformation of personality, considering extremism as a violation of the developing configuration of identity. The subject-being approach to the personality is recognized as the most efficient theoretical and methodological basis for researching this problem, since it allows us to overcome the deficiency of the content given by the deterministic interpretation of radicalization.
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Reports on the topic "Postmodern condition"

1

Lylo, Taras. THE IDEOLOGEME «DICTATORSHIP OF RELATIVISM» IN THE ROBERTO DE MATTEI’S ESSAYS: POSTMODERN AND POST-COMMUNIST CONTEXTS. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11100.

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The article considers relativism as a philosophical principle and the moral standpoint of a journalist. In particular, the main argumentation of Roberto de Mattei’s work «Dictatorship of Relativism» is analyzed. Like Ratzinger, the Italian publicist describes modern life as ruled by a dictatorship of relativism which does not recognize anything as definitive and whose ultimate goal consists solely of satisfying «the desires of one’s own ego». In his view, the boundaries of the main conflict of modernity lie between two visions of the world: one that believes in the existence of immutable, absolute values, and one that argues that there is nothing stable, that everything is conditional, time-dependent and can be discussed in the media. The markers of this conflict are our attitude to the famous statement of Protagoras about «man as a measure of all things: of the things that are, that they are, of the things that are not, that they are not», as well as to the non-debatable values, the status of natural and positive law, the worldview neutrality, the dehierarchization and multiplicity of truths, the equalization of all worldviews and axiological standpoint in foreign and Ukrainian media. A special attention in the article is paid to the ideological program of media-relativism, as well as to the postmodern and post-communist contexts of the issue of the penetration of relativism into the journalistic values.
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