Is International Education possible with a Postmodern Approach? Sirous Tabrizi University of Windsor, Canada Abstract Currently, postmodernist thought is common and dominant within education. However, it has been argued that postmodernist thought is incompatible with standardized international education. This incompatibility comes from the argument that postmodernism is relativist in terms of people’s opinions, values, and knowledge and that a standardized international education cannot work with such relativism. This paper will argue that the relativistic aspects of postmodernism do not necessarily mean they cannot be used with international education. Thus, this paper will examine postmodernism in education, compare it to modernism in education, and evaluate the two in light of the International Baccalaureate program (as an example of standardized international education). This will show how international education can be conducted within a postmodern society and that many postmodern features are actually more conducive to international education than such features of modernism. 1. Introduction Traditionally, major philosophical viewpoints have been grouped into several categories. The most recent categorization is postmodernism, replacing the previous categories of modernism and pre-modernism. Most educational institutions and researchers now find themselves within the postmodern category, regardless of whether they agree with postmodern philosophy. However, those interested in standardized international education may face problems since postmodernism is seen as incompatible given its emphasis on relativism. To better understand whether this is problematic for international education, it is first necessary to see what postmodernism is and how it differs from previous philosophical viewpoints. Thus, this paper will examine postmodernism in more detail and compare it with some fundamental features of international education. 2. Postmodernism One way to describe the differences between modernism and postmodernism is in more behavioral terms. Modernisation refers to economic development that creates social structures through “industrialisation, the growth of science and technology, the modern state, the capitalist world market, urbanisation and other infrastructural elements” [7]. In contrast, post-modernisation refers to ‘postindustrial’ social and economic structures: secularisation, emphasis on the self and personal growth, and the replacement of production with consumption. The two can also be compared in terms of the metaphysical forms we accept, the organization of knowledge, and the way in which we legitimize beliefs [21; see Table 1 below]. Table 1. Basic differences between Pre-Modern, Modern, and Post-Modernism [13] Topics Pre-modern Modern Postmodern Metaphysic Super-natural Naturalism Anti-realism, Anti- idealist, Anti-realist Epistemology Mysticism, Faith Reason senses Skepticism, Narratives, Neo- pragmatist Human Nature He was born with sin Tabularasa independent Group-determinism, Neo-behaviorisms Ethics Duty, Sacrifice Pursuit of happiness Conflict, Neo- existentialism, Compassion Politics Hierarchic authority Liberty, Equality Egalitarianism, Neo-socialism, Marxism Time Period 400s - 1400s 1500s - 1900s (Renaissance) 1900+ 2.1. Postmodernism and education The theory and practice of education is traditionally founded on modernism, in terms of the assumptions and ideals of that category of thought. For instance, education as a means for transmitting the ideals of critical reason, individual freedom, and progress are all part of modernism [3]. Similarly, the concept of a student as a self- motivated, self-directed, rational individual is likewise a modernist perspective. However, many of these factors are being challenged by the postmodernist perspective. Postmodernism emphasizes the construction of an individual by external factors (language, contexts), distinct sources of truth, and the role of unconscious desires [9]. In addition, postmodernism directly challenges International Journal of Technology and Inclusive Education (IJTIE), Volume 5, Issue 1, June 2016 Copyright © 2016, Infonomics Society 785