The Tacit Media Pedagogy as Praxial Critique: A Critique of Postmodern Theory for Higher Education Curriculum

Abstract

Employing Calvin O. Schrag's response to postmodernism—transversal rationality engaged through praxial critique—the constructive side of postmodern theories can be highlighted in higher education while at the same time answering the pundits who see little to no constructive side to postmodern theories. Using praxial critique through media literacy is a proposed way to construct a curriculum that is centered around transversal rationality as a way to answer the challenges of postmodernism in a constructive way that neither dimisses nor blindly accepts its conclusions. In this way the limits of postmodern theory are critiqued. Some shortcomings of key postmodern theories are drawn out in relation to educational theory while aspects of some of these theories for a constructive employment in higher education are affirmed.