Educational Philosophy and Theory 40 (4):494-514 (2008)

Abstract
This article responds to Schulz's criticisms of an earlier paper published in Educational Philosophy and Theory. The purpose in this paper is to clarify and extend some of my earlier arguments, to indicate what is unfortunate from a non‐charitable, modernist reading of Lyotardian postmodernism, and to suggest what new directions are emerging in science education from efforts to move beyond an either/or dichotomy of foundationalism and relativism.
Keywords postmodernism  science education  Lyotard
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DOI 10.1111/epat.2008.40.issue-4
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We Have Never Been Modern.Bruno Latour - 1993 - Harvard University Press.

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