“Рostmodern shift” in German textbooks on pedagogy at the beginning of the XXI сentury

¹ Don State Technical University, 1 Gagarin sq., Rostov on Don, 344003, Russia
² Southern Federal University, B. Sadovaya Str., 105/42, Rostov on Don, 344006, Russia

^* Corresponding author: fod1953@yandex.ru

Abstract

The article is devoted to the analysis of the current state of the theory of pedagogy, which is moving to a new stage of its development - the stage of postmodernity. On the example of the analysis of textbooks on pedagogy published in modern Germany, the author examines the characteristic features of postmodern pedagogy. Based on the content analysis, the representation of postmodern problems in textbooks is established, a classification of the approaches of the authors of textbooks to the reflection of this topic in different parts of the didactic apparatus of textbooks is carried out. Three leading directions, which are the pedagogical projection of the ideas of postmodernism, are characterized in detail. These include: clarification of the conceptual differences between modernity and postmodernity and their pedagogical projections; ideas that contain criticism of metanarrations; the issue of human identity in the era of pluralism of ideas and forms of their objectification. The conclusion is made about the weakening of theorists' attention to postmodernism problems, while postmodernism practices tend to spread.