ABSTRACT
The term 'postmodern' is used frequently in the 1990s in accounts of society and descriptions of various occupations — and so we have, for example, 'postmodern society', 'postmodern art', 'postmodern architecture'. J. Habermas argues that modernity offers considerable promise of integrating science, morality and art back into society through the use of reason. Continuing ambiguities have always pervaded the modern condition. But towards the end of the 1960s and the beginning of the 1970s, the magnitude of the difficulties created by modern economies, modern states and modern patterns of organisations were becoming immense. The 'post-industrial' society is another term used to connote worldwide changes in social, economic, political and technological relations. Postmodern educators need to engage in collaborative interpretation with their colleagues. Postmodern teachers need to encourage aesthetic reflections which help students to gain some intrinsic coherence about the body, the spirit and the cosmos.
