The relevance of postmodernism and postmodernity to adult education research and practice has sparked intense debate in recent years, coinciding with the global rise of lifelong learning as a transformative policy agenda. This study explores how postmodern philosophical paradigms reshape the aims and methods of education, emphasizing critical thinking, identity formation, and the co-construction of knowledge. Education is redefined as a dynamic, decentralized social space, rooted in metaphysical pluralism and guided by rhizomatic learning (an approach in which learning proceeds through multiple, non-linear paths). Methodologically, the study draws on principles of historicism, socio-cultural embeddedness, and systemic interconnectivity, employing dialectical reasoning, comparative analysis, theoretical modeling, and literature-based inquiry. Inspired by Deleuze and Guattari’s rhizome concept, the research situates education as a networked, adaptive process responsive to a fluid, globalized context. Teachers in postmodern settings act as facilitators, enabling learners to explore divergent viewpoints and generate original insights. The findings reveal that teacher professionalism and continuous development are contingent upon navigating this rhizomatic educational landscape. Ultimately, the paper contributes to understanding how postmodernism transforms pedagogy into a collaborative, self-reflexive, and networked practice aligned with the epistemic demands of the 21st century.
Meshko et al. (Thu,) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: