Abstract

This paper seeks to briefly address the question of what comes next after postmode nity as an educational intellectual movement. Building particularly on Habermas, it is claimed that there is no alternative to Modernist thought in its recent reconstructive variants. The inherent dual-impulse of Modernity offers both an ongoing communicative-critical basis to critique knowledge and values as well as to safeguard principles that are necessary for sustaining a coheent understanding of education.