ABSTRACT
Postmodernism permeated Educational Theory relatively slowly (Peters, 2013, p. 42) and ultimately did not play as large a role as it did in philosophy and art. The characteristic traits of postmodernism, i.e. the departure from universalism, objective truth or the ‘great narratives’ (Bauman, 2000), influenced Educational Theory, but did not reach the status of dominant ideas. Many concepts appeared (including emancipatory, feminist, constructivist, as well as those inspired by the philosophy of Richard Rorty and Michel Foucault), but not only did they not dominate the educational discourse, they also did not fully realise the basic ideas of postmodernism, remaining only a repetition—albeit a creative one—of what had appeared in the history of philosophy of education earlier. Thus, the possible boundary between postmodernism and what came after (post-postmodernism) cannot be very clear. Attempts to designate specific elements of post-postmodernism, such as the theory of (neo)pragmatism as a characteristic of post-postmodernism (Hickman, 2007), do not seem convincing and are premature.
