Education without Truth in Postmodern Perspectivism :: Argumentative Linguistic Papers

Education without Truth in Post youthful PerspectivismPoststructuralist relativism, following the Nietzschean critique of westward 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 conversation or imagery. Using perspectivism as an line of merchandise against philosophical grounding of various patterns and schemes, post-modern thinkers, under the influence of Poststructuralist relativism, try to foreswear 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 eddy of hyperperspectivistic prisms based on alogic of interrelation animated by the interdisciplinaria n spirit prevalent in the field of modern science. This latter serves as the leading palm for the foundation of a new canonicity which, without losing its historical and cultural character, can nurse 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 ride capable of overcoming both idealistic and romantic versions of Bildung. During the last third of twentieth century, the so-called postmodern world has been technically modernized in an remarkable way. An unconstrained capitalist economy imposing constantly ever-changing technologies determine, among other(a) 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 ternion World but also the industrial societies for revolutionnary change of social and governmental institutions has given i ts place to a forceful modernization of established authority, governmental power and modes of accummulation.The belief that we live in a rapidly changing world is well spread. In fact, we live in a demoniacally 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 hatful of a future society. The creation of such a vision presupposes the scathing approach of the legitimacy of the established authority, of political power or riches issues which are no longer broadly discussed. The early and forceful advocates of libertarian or socialist values seem to be forgotten or unquestionably marginalised. (1) The philosophical tradition developed by philosophers like