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


by Andrew M. Tatusko 2005

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.


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Cite This Article as: Teachers College Record Volume 107 Number 1, 2005, p. 114-136
http://www.tcrecord.org ID Number: 11691, Date Accessed: 10/17/2017 3:48:41 AM

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About the Author
  • Andrew Tatusko
    Seton Hall University
    E-mail Author
    ANDREW M. TATUSKO is a graduate of Princeton Theological Seminary in 1999 (M. Div.) and in 2000 (Th.M.), Andrew (Drew) Tatusko is a Senior Instructional Designer at Seton Hall University where he manages instructional technology projects and develops instructional materials. He is also an adjunct faculty with Religious Studies and has done research and published articles on postmodernism, education, and theology. He is currently pursuing the PhD in Higher Education Leadership, Management, and Policy at Seton Hall University.
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