ABSTRACT
The influence of postmodernism on educational philosophy has been significant, and recently reached a new milestone. Why, then, should we believe that postmodernism should end? For example, the phenomena of ‘anti-culture,’ ‘query,’ and ‘chaos’ under postmodernism has no place in the cross-cultural teaching of TESL (Teaching English as Second Language) in higher education (Lin, 2006; Sun, 2006; Wang, 2003). As far as education is concerned, philosophy is the chief influence on behavioral and educational development. In other words, one type of educational thinking produces a specific kind of educational behavior. However, the influence of postmodernism has little effect on the efficiency of teaching, although it encourages students from diverse cultures to criticize cultures not their own. Moreover, teaching would be harder if students challenged their teachers or distrusted their profession. As a result, learning efficiencies would be adversely affected (Liu, 2007). For this reason, we found certain philosophical precepts of postmodernism, in terms of the effectiveness of learning, unlikely to endure with multicultural English teaching.
