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Artículos de revistas sobre el tema "Postmodernity"

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Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 11 de marzo de 2023

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1

Fokkema, Douwe. "Postmodernism and postmodernity: What do these terms mean and why are they successful?" European Review 6, n.º 1 (febrero de 1998): 25–33. http://dx.doi.org/10.1017/s1062798700002970.

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The various meanings of the terms ‘postmodernism’ and ‘postmodernity’ are traced; in various European languages these mean different things. Postmodernist discussion in the various arts is not synchronous. Postmodernism can be seen as the cultural expression of the times we supposedly live in, but are the achievements of modernity gone for ever?

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2

Leask, Ian. "Postmodernism pace postmodernity?" Educational Philosophy and Theory 50, n.º 14 (6 de septiembre de 2018): 1481–82. http://dx.doi.org/10.1080/00131857.2018.1501235.

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3

Szegedy-Maszák, Mihály. "Postmodernity and postcommunism". European Review 6, n.º 1 (febrero de 1998): 53–62. http://dx.doi.org/10.1017/s1062798700003008.

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Generalizing between postmodernity and postmodernism is of doubtful value. The shift from communism to postcommunism has led to a decline, or different significance, of postmodernism in Eastern Europe.

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4

Pangumbahas, Recky y Oey Natanael Winanto. "MEMBACA KEMBALI PANDANGAN MORALITAS POSTMODERNISM UNTUK KONTEKS PENDIDIKAN KRISTEN (RE-READING THE WORLDVIEW OF POSTMODERNISM MORALITY FOR THE CONTEXT OF CHRISTIAN EDUCATION)". QUAERENS: Journal of Theology and Christianity Studies 3, n.º 1 (25 de junio de 2021): 73–84. http://dx.doi.org/10.46362/quaerens.v3i1.33.

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One of the most important elements of postmodernity is the growing awareness of the diversity and potential incommensurability of the various forms of cultural life that sustain groups and individuals and addresses the postmodernist denial that postmodernism is inherently apathetic or hostile to social or political action. Postmodernism is a reaction to the epistemological ideals of modernity. Postmodernism is based on a limited human point of view, and thus becomes a prisoner of its own subjectivity, resulting in two main characteristics, namely pluralism and relativism. This study analyzes the postmodern view that is implemented in Christian education in Indonesia. The method used in this article is a literature study by using philosophical biblical glasses to analyze postmodern views. The result is that postmodern moral education (such as transcendentalism and idealism) has some useful and some negative aspects that should be considered for planning moral education and curriculum development for Christian education in Indonesia. Satu elemen paling penting dari postmodernitas adalah tumbuhnya kesadaran akan keragaman dan potensi ketidakterbandingan dari berbagai bentuk kehidupan budaya yang menopang kelompok dan individu dan membahas penolakan postmodernis bahwa postmodernisme secara inheren apatis atau bermusuhan dengan tindakan sosial atau politik. Postmodernisme merupakan reaksi terhadap cita-cita epistemologis modernitas. Postmodernisme didasarkan pada sudut pandang manusia yang terbatas, dan dengan demikian menjadi tawanan subyektivitasnya sendiri, menghasilkan dua karakteristik utama, yaitu pluralisme dan relativisme. Kajian ini menganalisis pandangan postmodern yang diimplementasikan pada pendidikan Kristen di Indonesia. Metode yang digunakan pada artikel ini adalah studi literatur dengan memanfaat kacamata biblis filosofis untuk menganalisa pandangan postmodern. Hasilnya adalah pendidikan moral postmodern (seperti transendentalisme dan idealisme) memiliki beberapa aspek yang berguna dan beberapa negatif yang harus dipertimbangkan untuk perencanaan pendidikan moral dan pengembangan kurikulum pendidikan Kristen di Indonesia.

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5

Rouleau, Linda y Stewart R. Clegg. "Postmodernism and Postmodernity in Organization Analysis". Journal of Organizational Change Management 5, n.º 1 (enero de 1992): 8–25. http://dx.doi.org/10.1108/09534819210010935.

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6

Teampău, Radu. "Theatre Performance in Postmodernism". Theatrical Colloquia 8, n.º 1 (1 de mayo de 2018): 187–205. http://dx.doi.org/10.2478/tco-2018-0001.

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Abstract The present paper aims to investigate, in brief, the controversial relationship between postmodernism and modernism; to outline, synthetically, the specific procedures of conceiving theatre performance in postmodernity; to analyze the performance narrative that, in postmodern era, reveals the indicible and the existential fragmentation. The research is carried out taking into consideration the end of postmodernism which was announced since the middle of the first decade of the 21st century. At the same time, besides the attempt to observe the phenomenon in its theatrical implications, the study pursues to delineate the decontextualization of theatricality from theatrical space and its recontextualization in sociopolitical space. In conclusion, the perspective beyond the end of postmodernity from which theatricality is evaluated intends to avoid the partisan thinking that any attempt to treat postmodernity requires.

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7

Savic, Mile. "Practical implications of 'postmodern philosophy'". Filozofija i drustvo, n.º 19-20 (2002): 21–38. http://dx.doi.org/10.2298/fid0209021s.

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The article examines the implications of the discourse about postmodernity. Postmodernity is analyzed as a complex discursive figure. Within the discourse about postmodernity three levels are distinguished: the postmodern condition, postmodernism, and reflection of the postmodern condition. Special attention is paid to globalization and the problem of the enforcement of modern projects in East-European societies, particularly Serbia. These societies are termed object-societies, while their modification of modernity is called eastmodernity. The author's answer to the complexity of the postmodern condition is a conception of the politics of subsistence.

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8

Van Brummelen, Harro. "Postmodernism and Teacher Education Programmes in Christian Colleges". Journal of Education and Christian Belief 1, n.º 2 (septiembre de 1997): 145–67. http://dx.doi.org/10.1177/205699719700100209.

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WITH THE DECLINE of a modernist techno-rationalist view of knowledge, teachers are no longer knowledge dispensers but dialogue facilitators who reject the notion of one ‘right’ view. Although postmodernism comes in a variety of forms e.g constructivism, it does have some central features. There are both strengths and weaknesses in the postmodernist approach to life and in the way it applies to education. Christian teacher education programmes should be transformative, vital and transcendent, based in a vision of humanity which rejects both the oppressive impotence of modem scientism and the ego-exalting autonomy of postmodernity.

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9

Brown, Adrian. "Oh No Po Mo!?" Journal of Education and Christian Belief 1, n.º 1 (marzo de 1997): 53–61. http://dx.doi.org/10.1177/205699719700100109.

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Extended reviews of four new books that tackle postmodernism. The first pair focus on the interaction of postmodernism and Christian thought. The second pair concentrate on education and postmodernity.

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10

Matei, Alexandru. "Post-modern-east ou comment peut-on être « post-moderniste sans post-modernité » et sans Lyotard ?" Interlitteraria 26, n.º 1 (31 de agosto de 2021): 324–39. http://dx.doi.org/10.12697/il.2021.26.1.22.

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The Post-Modern East, or How Can We Be ‘Post-Modern without Postmodernity’ and without Lyotard? Despite the idea of the universality of ‘postmodernism’ as a new stage in the Western World, it is now clear that the term was coined, launched, adopted or rejected differently in different places, along local historical lines. Hence, we have not only an American and a European postmodernism, but also an East European postmodernism, what we shall call the Post-Modern East. We delineate its characteristics based on a survey that looked at how East European cultures adopted and discussed postmodernism around the moment that their socialist regimes were collapsing. We focus the analysis on a particular but synthetising version of the ‘postmodern’, specifically that of Lyotard. We hold that Lyotard is one of the few intellectuals who succeeded in thinking of politics, sociology, epistemology and aesthetics as tying together to form ‘postmodernity’; and that a few European intellectuals were ready to think of ‘postmodernity’ an epistemic challenge, beyond the distinction between soft and hard sciences. A fortiori, Eastern European cultures seized ‘postmodernism’ as an American fetish and identified the breakdown of totalitarianism as the achievement of happy ‘postmodernisation’. Thirty years later, these countries have realised that by embracing a certain version of ‘postmodern’, as they had done by the end of the 1980s, was generally a mimetic utopian gesture that needs revaluation.

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11

Rasmussen, David M. "Business Ethics and Postmodernism: A Response". Business Ethics Quarterly 3, n.º 3 (julio de 1993): 271–78. http://dx.doi.org/10.2307/3857253.

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“Business Ethics and Postmodernism: A Response” considers the contribution of Ronald Green, David Schmidt, Clarence Walton, Ron Duska, and Richard Neilsen to a special issue of Business Ethics Quarterly entitled “Business Ethics and Postmodernism.” This essay poses a fundamental question: to what extent can a position which characterizes itself as postmodern be ethical? The paper argues on philosophical grounds that the debate between modernity and postmodernity is a debate over the very possibility of an ethic. The paper concludes that although Jacque Derrida has made the most convincing argument for an ethic within postmodernity, it remains skeptical because such an argument simply presupposes assumptions which owe their origin to modernity.

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12

Brodeur, Jean-Paul. "La pensée postmoderne et la criminologie". Criminologie 26, n.º 1 (22 de septiembre de 2005): 73–121. http://dx.doi.org/10.7202/017331ar.

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This article is an attempt to investigate the various meanings of the words "postmodernity", "postmodernism" and "postmodern". ft also assesses the significance of these words and of the concepts that they express for criminology. The paper is divided in three parts. The first part tries to dispell important misunderstandings that have sprung in relation to postmodernism. The most significant of these is the belief that there is such a thing as a postmodernist "method" in the social sciences. The second part identifies the origin of the term "postmodern" and discusses various themes which are perceived to be characteristic of postmodern thought. These themes are: the present legitimation crisis, the internal reflexivity of scientific theory, discourse analysis and meta-language, social and cultural fragmentation and historical pessimism. The last part draws the consequences of the preceding analyses for the development of criminology.

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13

Lucas, Phillip Charles. "New Religious Movements and the "Acids" of Postmodernity". Nova Religio 8, n.º 2 (1 de noviembre de 2004): 28–47. http://dx.doi.org/10.1525/nr.2004.8.2.28.

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Most scholars of new religious movements (NRMs) have tended to ignore the critiques of contemporary culture offered by postmodern theorists. This article attempts to show how several of these critical perspectives can offer innovative conceptual tools with which to analyze growth, change and "distortion" in these movements. The specific elements of postmodernity considered include: 1) hyper-pluralism, globalization, and the radical relativization of truth claims characteristic of postmodernity; 2) postmodernity's "domination of simulation," by which human experience comes to be increasingly mediated by synthetic images produced and disseminated by the mass media; and 3) ephemerality and the contraction of time characteristic of postmodernity. Two NRMs, Christ the Savior Brotherhood and Church Universal and Triumphant, are used as case studies to demonstrate the utility of these three postmodern conditions in interpreting developments in new religions.

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14

Isıtman, Odul. "The lord of the postmodernity: Plagiarism". Global Journal of Arts Education 8, n.º 2 (25 de mayo de 2018): 84–90. http://dx.doi.org/10.18844/gjae.v8i2.3798.

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Today's art, which is dominated by postmodernism, evolves into a completely different sense of art that reverses the system over its own weapon and changes all the known values of art. Postmodern art, which focuses on questions about what is the thing that is art, canalises itself into citations and compilations which turn into imitation, appropriation, pastiche or plagiarism. While postmodernism turns into a kind of citation and compilation aesthetics; imitation, which is at the centre of the questions related to what is the thing that is art, becomes the strategy of postmodernism. The article titled ‘The Lord of the Postmodernity: Plagiarism’ is about the transformation of an art object into an art material or the re-presentation of it in today's sense of art which extends from imitation, appropriation and pastiche to plagiarism.Keywords: Postmodernism, plagiarism, power, imitation, appropriation, art, pastiche.

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15

Hassan, Ihab Habib. "From Postmodernism to Postmodernity: The Local/Global Context". Philosophy and Literature 25, n.º 1 (2001): 1–13. http://dx.doi.org/10.1353/phl.2001.0011.

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16

Gordon, Avery F. y David Lyon. "Postmodernity". Contemporary Sociology 25, n.º 1 (enero de 1996): 18. http://dx.doi.org/10.2307/2076939.

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17

Khan, Mehwish Ali y Fouzia Rehman Khan. "Intertextual Elements Highlighting the Postmodernist Features of Tangled (2010)". Global Language Review IV, n.º II (30 de diciembre de 2019): 50–58. http://dx.doi.org/10.31703/glr.2019(iv-ii).08.

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The present study focuses on one of the contemporary American fairy tale movies to analyze the postmodernist aspects present in these movies. The researcher has selected the movie Tangled released in 2010 for this purpose, it is a remake of the famous fairy tale Rapunzel recorded by famous fairy tale writers, Jacob and Wilhelm Grimm. One of the most prominent patterns of analyzing the movies through the lens of postmodernism is the framework by Kevin Paul Smith, in his book The Postmodern Fairytale, Folkloric Intertexts in Contemporary Fiction. He has presented eight elements of intertextuality to examine the intertextual elements of the older fairy tales present in contemporary literature (2007). Analysis reveals these eight elements in Tangled (2010) that are evident in traces of postmodernity in the movie.

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18

Fedotova, Olga y Vladimir Latun. "“Рostmodern shift” in German textbooks on pedagogy at the beginning of the XXI сentury". E3S Web of Conferences 210 (2020): 18047. http://dx.doi.org/10.1051/e3sconf/202021018047.

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The article is devoted to the analysis of the current state of the theory of pedagogy, which is moving to a new stage of its development - the stage of postmodernity. On the example of the analysis of textbooks on pedagogy published in modern Germany, the author examines the characteristic features of postmodern pedagogy. Based on the content analysis, the representation of postmodern problems in textbooks is established, a classification of the approaches of the authors of textbooks to the reflection of this topic in different parts of the didactic apparatus of textbooks is carried out. Three leading directions, which are the pedagogical projection of the ideas of postmodernism, are characterized in detail. These include: clarification of the conceptual differences between modernity and postmodernity and their pedagogical projections; ideas that contain criticism of metanarrations; the issue of human identity in the era of pluralism of ideas and forms of their objectification. The conclusion is made about the weakening of theorists' attention to postmodernism problems, while postmodernism practices tend to spread.

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19

Arac, Jonathan. "Postmodernism and Postmodernity in China: An Agenda for Inquiry". New Literary History 28, n.º 1 (1997): 135–45. http://dx.doi.org/10.1353/nlh.1997.0001.

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20

Bertens, Hans. "Postmodernism: the Enlightenment continued". European Review 6, n.º 1 (febrero de 1998): 35–43. http://dx.doi.org/10.1017/s1062798700002982.

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Postmodernism is often virtually equated with French poststructuralism, and seen as anti-rationalist and anti-humanist, even downright nihilist. However, the idea of difference that is central to much poststructuralist thinking can also be used to construct a model of postmodernism/postmodernity that avoids the endless denials of poststructuralism while allowing the establishment of a grip on the distinctions of our own postmodern period from an earlier modernity.

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21

Downey, John K. "Postmodernity and Pedagogy: Connecting the Dots". Horizons 25, n.º 2 (1998): 238–57. http://dx.doi.org/10.1017/s0360966900031170.

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AbstractThis article calls for an acceptance of a constructive postmodernity and links that epoistemology with the use of collaborative learning techniques. If we and our students live in a postmodern world, then our pedagogy must make sense within that same postmodernity. To ignore these epistemological horizons is to split our intellectual commitments from our teaching. The tone of the work is set by a sketch of the muddled term “postmodern.” Four markers are developed to situate postmodernity's ironic sense of reality and to link it to a suspicion of any universal master narrative. Why should teachers care? Because learning should reflect our picture of knowing. We teach a world in what we do. The pedagogical practices most in line with the postmodern vision involve collaborative learning, which itself represents a departure from the classic vision of knowing. The article ends with a coda on the theologies resonant with these commitments.

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22

Finger, Thomas. "Modernity, Postmodernity -". Transformation: An International Journal of Holistic Mission Studies 10, n.º 4 (octubre de 1993): 20–26. http://dx.doi.org/10.1177/026537889301000406.

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23

Brummitt, Mark. "Transcending Postmodernity". Expository Times 118, n.º 2 (noviembre de 2006): 84. http://dx.doi.org/10.1177/0014524606071027.

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24

Rømer, Thomas Aastrup. "Essentializing postmodernity". Educational Philosophy and Theory 50, n.º 14 (25 de noviembre de 2018): 1598–99. http://dx.doi.org/10.1080/00131857.2018.1462460.

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25

Schulte-Sasse, Jochen. "Introduction: Modernity and Modernism, Postmodernity and Postmodernism: Framing the Issue". Cultural Critique, n.º 5 (1986): 5. http://dx.doi.org/10.2307/1354354.

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26

Lyotard, Jean-François. "Music and Postmodernity". New Formations 66, n.º 66 (1 de marzo de 2009): 37–45. http://dx.doi.org/10.3898/newf.66.02.2009.

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27

Martino, John, Zygmunt Bauman, Barry Smart, Steven Best y Douglas Kellner. "Intimations of Postmodernity". British Journal of Sociology 44, n.º 1 (marzo de 1993): 177. http://dx.doi.org/10.2307/591716.

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28

Fouts, Avery. "Modernity and Postmodernity". International Philosophical Quarterly 45, n.º 3 (2005): 377–94. http://dx.doi.org/10.5840/ipq200545328.

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29

Westphal, Merold. "Anglo-American Postmodernity". Faith and Philosophy 16, n.º 2 (1999): 276–78. http://dx.doi.org/10.5840/faithphil199916229.

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30

Bowery, Anne-Marie. "Plato Visits Postmodernity". Southwest Philosophy Review 11, n.º 1 (1995): 135–42. http://dx.doi.org/10.5840/swphilreview199511113.

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31

Kearney, Richard. "Postnationalism and Postmodernity". Symposium 8, n.º 2 (2004): 227–48. http://dx.doi.org/10.5840/symposium20048225.

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32

Blanchet, S. y S. Devine. "Nootropics in Postmodernity:". Delphi - Interdisciplinary Review of Emerging Technologies 1, n.º 1 (2018): 26–30. http://dx.doi.org/10.21552/delphi/2018/1/10.

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33

Schubert, J. Daniel y Zygmunt Bauman. "Intimations of Postmodernity." Social Forces 71, n.º 3 (marzo de 1993): 826. http://dx.doi.org/10.2307/2579905.

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34

Brodsky, Garry M. "Postmodernity and Politics". Philosophy Today 31, n.º 4 (1987): 291–305. http://dx.doi.org/10.5840/philtoday198731424.

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35

McKay, Ian y Timothy Bewes. "Cynicism and Postmodernity". Labour / Le Travail 42 (1998): 313. http://dx.doi.org/10.2307/25148923.

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36

Seidman, Steven y Zygmunt Bauman. "Intimations of Postmodernity". Canadian Journal of Sociology / Cahiers canadiens de sociologie 18, n.º 1 (1993): 88. http://dx.doi.org/10.2307/3340842.

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37

Henry, Martin. "God in Postmodernity". Irish Theological Quarterly 63, n.º 1 (marzo de 1998): 3–21. http://dx.doi.org/10.1177/002114009806300101.

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38

Lambert, Yves. "LYON (David), Postmodernity". Archives de sciences sociales des religions, n.º 110 (1 de julio de 2000): 125–26. http://dx.doi.org/10.4000/assr.20674.

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39

Grimwood, S. "Iconography and Postmodernity". Literature and Theology 17, n.º 1 (1 de marzo de 2003): 76–97. http://dx.doi.org/10.1093/litthe/17.1.76.

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40

Olson, Alan M. "Postmodernity and Faith". Journal of the American Academy of Religion LVIII, n.º 1 (1990): 37–54. http://dx.doi.org/10.1093/jaarel/lviii.1.37.

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41

Beilharz, Peter. "Back To Postmodernity". Thesis Eleven 29, n.º 1 (mayo de 1991): 111–18. http://dx.doi.org/10.1177/072551369102900110.

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42

Baumann, Alison Scott. "Citizenship and postmodernity". Intercultural Education 14, n.º 4 (diciembre de 2003): 355–66. http://dx.doi.org/10.1080/1467598032000139813.

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43

Hudson, Wayne. "Postmodernity and criticism". Poetics 17, n.º 1-2 (abril de 1988): 185–205. http://dx.doi.org/10.1016/0304-422x(88)90029-0.

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44

Bauman, Zygmunt. "Sociology and Postmodernity". Sociological Review 36, n.º 4 (noviembre de 1988): 790–813. http://dx.doi.org/10.1111/j.1467-954x.1988.tb00708.x.

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45

Lowe, D. M. "Postmodernity and Postcoloniality". positions: east asia cultures critique 1, n.º 1 (1 de marzo de 1993): 280–85. http://dx.doi.org/10.1215/10679847-1-1-280.

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46

Lash, Scott. "Postmodernity and desire". Theory and Society 14, n.º 1 (enero de 1985): 1–33. http://dx.doi.org/10.1007/bf00160926.

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47

Sidorov, A. M. "POSTMODERN AND NIHILISM (STRATEGIES OF CRITICISM OF NIHILISM IN THE PHILOSPHY OF J.-F. LYOTARD)". Chronos 6, n.º 11(61) (13 de noviembre de 2021): 59–63. http://dx.doi.org/10.52013/2658-7556-61-11-17.

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The article is devoted to the analysis of the theme of nihilism in postmodern philosophy on the example of one of its main representatives J.-F. Lyotard. Since F. Nietzsche, the term «nihilism» has been used by various theorists to describe the intellectual and spiritual situation of Western civilization in the era of modernity. The last decades of the twentieth century marked by the transition to a new cultural paradigm of postmodernity. But even in postmodernist theories, the topic of nihilism did not disappear, but gave rise to new strategies of comprehension and criticism. J.-F. Lyotard, a key theorist of postmodernity, at all stages of his work tried to understand how the nihilistic logic of the development of civilization in the «postmodern condition» has changed. The article reveals the philosophical and political response proposed by Lyotard to the challenge of the nihilistic suppression of life by the systems of capital, technoscience and repressive rationality.

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48

Bochkarev, Sergey A. "Post-law and its socio-psychological portrait". Gosudarstvo i pravo, n.º 5 (2022): 20. http://dx.doi.org/10.31857/s102694520018161-8.

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The article verifies the presence of postmodernism and post-law as a product of socio-psychological foundation derived from it. In this regard, the validity of using the state of frustration as a psychological phenomenon to criticize modernity and explain the origin of postmodernity is considered. That is, the underlying excitement that, according to postmodernists, arose as a result of a total crisis and triggered mechanisms for revaluation of values, breaking stereotypes, changing role behavior and abandoning implicit ideas. As a result, it was revealed that disillusionment is artificially used by post-classics to justify the concepts defended. The socio-psychological destabilization occurred not due to the collapse of the ideals of modernity, but due to the immersion of mankind into an unknown virtual-digital environment, the knowledge of which will change society and at the same time return it to a position of equilibrium. However, the postmodern ignores reality, refutes modernity, blames it for the crisis and overthrows the current knowledge of law, biased constructs post-law from anti-values and brings it to life, thereby forming another center of turbulence.

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49

Thrasher, Penelope. "A Jungian view of postmodernism: A response to "Psychology and postmodernity."". Humanistic Psychologist 19, n.º 2 (1991): 242–45. http://dx.doi.org/10.1080/08873267.1991.9986766.

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50

Wallace, Sara. "The altermodern library?" Art Libraries Journal 37, n.º 3 (2012): 4–7. http://dx.doi.org/10.1017/s0307472200017533.

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At the 2009 Tate Triennial Nicolas Bourriaud declared that postmodernism was dead and that the world was now altermodern. Many papers have been written on the effects of postmodernity on libraries, yet three years on there has been little about the post-postmodern library. This short article, adapted from a Master’s dissertation, looks at whether the 21st-century library could be seen as an altermodern library. Recent changes at Bodleian Libraries are discussed to highlight how an altermodern paradigm could better fit today’s academic libraries.

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