ABSTRACT
This chapter explores several Chinese scholars' views of postmodern curriculum. The abstraction of postmodernism in the curriculum, along with the entrenched examination culture and modernized education system with an influence of Marxist ideology, makes implementation of the ideas of postmodern curriculum reform a challenge. Huang Yung-ho presented a postmodern curriculum approach based on an organic paradigm. He referred to Boomer's approach to motivated learning and promoted the idea of negotiation between and co-creation of experiences by teacher and students. Postmodern ideas, such as "difference and pluralism," "organic and ecological ideas," "open-ended and inherent relation-oriented ideas," "creative and practical ideas," "uncertainty and humanity," and "integrative neoconservatism and futurism," were also incorporated into the basic education curriculum reform. Different interpretations have been given to postmodern theories of curriculum, and a variety of postmodern curriculum approaches exist, including socially critical, constructive, aesthetic, and ecological approaches.
