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In traditional modernistic pedagogy one question has been asked: Is there education adequate to reality? Postmodernist questioning of traditional understanding of reality leads to the question about virtuality of education, i.e. about preparing a human being to cooperate with reality which is understood as something transitional between the real world, though yet unborn, and the desired and imagined world. The article presents the issue in the context of Jean-Françoise Lyotard's postmodernist philosophy.
According to the author, we shall notice that we can not talk anymore about the difference between the author created drama character and its original image in the reality. We don't know when in the field of aesthetics we should consider only the art and when also the source of art - the nature itself. However, we require students to named and be able to describe different schools of art, styles, and eras that are nothing less but a desperate attempt to find the truth in a drama character on the stage. The author attempts to view an actor as an object (as well as a tool) commonly used by theatre experts and critics, who increasingly view the actor as an interpreter of different schools of art, styles, and eras rather than as talented interpreter of his/her own inner feelings and emotional state. The result is the loss of focus on the uniqueness of individual interpretational skills of the actor - creator. This author argues that the character coming to life through actor's actions depends on the contemporary understanding of the theatre.
Situated against the backdrop of a widespread and growing interest in the linkages between neoliberalism and welfare, this paper introduces the lens of neoliberalism as a conceptual strategy for thinking about contemporary issues in education policy. Through charting the historic rise of unfettered market institutions and practices in the context of 1980s England, it highlights the cultural and geopolitical specificity affixed to nation-based articulations and translations of neoliberalism. Building on this perspective, it considers how market discourses with its pedagogy of the consumer shape a plurality of education sites and practices. To follow, it sets out the specific contributions by authors to this interdisciplinary collection of papers on the themed issue of neoliberalism, pedagogy and curriculum. It identifies the contexts for their analyses and discusses the implications of their approaches for better mapping the ‘global’ impact of neoliberalism on welfare states and peoples, specifically the full range of policy enactments and disciplinary practices shaping education customs of pedagogy and curriculum.
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