ABSTRACT
Over the past few decades, postmodernism has awakened us to the dangers of exclusion and discrimination based on a monopoly of perspective concerning the understanding of life. Postmodernism has also challenged us to recognize the instrumental limitation of conceptual and linguistic frameworks, and shifted our gaze to ever-changing, boundless, and ineffable life itself, which includes both the aspects of ‘being’ and ‘non-being.’ Such a ‘Return to Life itself’ is notable as a potential philosophical tendency of a world after postmodernism. The direction of an educational theory based on such a view would adhere to three points.
