What Is The Three Malaises Of Modernism

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The essay discusses some of results of modernism drawing from Charles Taylor’s notion on instrumental and in what ways it can hinder or assist the successful teaching of the curriculum, drawing from Paulo Freire’s notion of “banking” method of education.
Modernism in its complexities derives from the notion that is an attitude toward divine truth (O'Neal, pp. 679-682, 1978). Sometimes difficult to define, it is a radicalisation across different types of disciplines and era throughout lifetime. In the present day perspective, modernism moves towards the socially progressiveness trend that builds on the whole power to recreate by improving and reshaping environments and social cohesion through the assistance of technologies, knowledge and experiments.
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The first theme is individualism or the (loss of sense). According to Taylor (1991), “We live a world where people have a right to choose for themselves their own pattern of life”, taking a direction of rights autonomy, “to decide in conscience what convictions to espouse”, which translate as the avoidance of suffering, lastly “to determine the shape of their lives in a whole host of ways that their ancestors couldn’t control” an affirmation of ordinary life.
People have somewhat moved away from transcend of sacred of the high power, but there still remain other forces that restrict the sense of individualism, which many highlight it to “modern freedom” (Taylor, p. 2, 1991). Hindering of satisfaction of individualism, which are and not limited to societal structures that include economic, technological and human existence factors that hinders our modern freedom to be
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It doesn’t necessarily impact teacher orientation, but the learner’s own sense of autonomy on their relationality of their learning of a curriculum. For example when you learn basic methods of a particular subject like mathematics. In the early stages of learning, learners are taught to count numbers from 1 to 100 and relates to developing an understanding of counting numbers, but when you introduce other methods of that you as teacher know on your own and only give correct answers without the input from the learners by including formulas like adding, multiplying and subtracting. This no longer becomes the relational order of understanding, abounding the learning process that need to equip learners with their own orientation of understanding the curriculum. It yield results of instrumental understanding pressing learners into a direction of defined benefits (Taylor, 1991). This sense of threat outlines learners may not be able to add to their own capacity of understanding as they would not have had an opportunity to construct their own knowledge from the knowledge they already possess (Freire,
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