Educational Syncretism: Call for a Hyper-Modernist Educational Theory Through Proactionary Approach

Abstract

Presently, the modernist theory of education is losing its momentum and is superseded by the so-called omnipotent postmodernist theories, which, speciously, claim that have proffered solutions to all educational enigmas. Although the postmodernist educational theory is in its ascendancy, especially in the Western world, the tenets of postmodern educational theories, with their over-permissive and desultory blueprints, are not without obvious pitfalls. I argue that, today, with the rapid circulation of information and sweeping transformations in the nature of education-job interactions, we have passed the postmodern era and stepped into a new era called hyper-modernism. Hence, I remind the necessity of formation of syncretism in our educational theorization and I explain that it has to be built upon a proactionary approach since we are, if not within already, one verge of Hyper-modernization.