Toward a post-modern agenda in instructional technology

Solomon, David L.

doi:10.1007/bf02300497

Cited by 37 publications

(22 citation statements)

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“…Hence, the ''deaf in my own way'' identity is an embodiment of a postmodern perspective where postmodernism, as a philosophical orientation (Solomon, 2000), confronts the oppressive and political overtones of modernism. This stance disbelieves the conventional conceptualization found in the medical-social binary that allows only a medical or a social cultural difference perspective.…”

Section: Deaf Identitiesmentioning

confidence: 99%

Development of Deaf Identity: An Ethnographic Study

Mcilroy

Störbeck

2011

Journal of Deaf Studies and Deaf Education

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Section: Deaf Identitiesmentioning

confidence: 99%

Development of Deaf Identity: An Ethnographic Study

Mcilroy

Störbeck

2011

Journal of Deaf Studies and Deaf Education

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“…The rejection of positivistic, rationalist science From our perspective, advocates of a postmodern agenda resonate most clearly with the critique of conventional positivistic, rationalistic science in IDT (De Vaney 1998;Solomon 2000;. This stance is supported, in part, by assumptions concerning truth, knowledge, and complexity.…”

mentioning

confidence: 60%

“…The postmodern objection is that conventional research and development in IDT, driven by its behavioral science roots, has been concerned primarily with ''the use of precision-based methods, measurement, replicability, predictability and order'' (Solomon 2000, p. 5). This stance is understandable given that a primary source of the postmodernism perspective is critical theory (Alvesson and Deetz 1996;Solomon 2000Solomon , 2002. Briefly, critical theory maintains that since science is an inherently social process, in which egos and ideologies frequently overcome rational thought, it must be riddled with nontheoretical interests.…”

mentioning

confidence: 97%

A critical-realist response to the postmodern agenda in instructional design and technology: a way forward

Evans

2011

Education Tech Research Dev

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Although providing an invigorating foundation for instructional design and technology theory and research, the postmodern agenda would benefit from clearer articulation and further refinement of ontological, epistemological, and methodological positions. Consequently, we reveal possible weaknesses in the radically constructivist-inspired position and, in the spirit of scholarly dialogue, counter with a critical-realist perspective that presents a potentially more innovative and defensible approach to the discovery of scientific knowledge about teaching and learning infused with technology. Without doubt, we concur with postmodernists that issues of agency, identity, race, gender and ethnicity must be addressed and given a central position in instructional design and technology research and practice. Under the critical-realist designator, case study, ethnographic, artsbased, and phenomenological methodologies are appropriate and can co-exist. Our point of distinction is that as a scientific venture, instructional design and technology as a discipline must be more public and transparent in warrants, claims and discourse for proposed change to take place. We conclude by indicating future lines of inquiry inspired by the criticalrealist perspective, detailing topics in technology integration and digital games.Keywords Critical-realism Á Epistemology Á Instructional design and technology Á Methodology Á Scientific claims Á Postmodernism For close to two decades a steady stream of work that promotes a postmodern posture has infiltrated instructional design and technology (IDT) literature on theory and research (Bryson and De

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“…I have been given an opportunity to answer Voithofer and Foley's (this issue) response to my paper (Solomon, 2000) in which I attempted to construct a cogent definition of post-modernism 1 -to advance a convincing set of ideasfor consideration and discussion. I purposely offered multiple representations of content, not as a basis for suggesting a post-modern agenda, but rather as a method for helping the reader construct personal meaning by interpreting various perspectives.…”

mentioning

confidence: 98%