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How do postmodern philosophers question objectivity in education?

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Fragment of a Roman fresco showing Socrates seated and draped in a white robe, with Greek text above, on a red background with visible cracks. — Philosophy of education Socrates, Roman fresco, 1st century bce; in the Ephesus Museum, Selçuk, Turkey.

Postmodern philosophers challenge the traditional pursuit of objectivity in education by questioning the possibility of neutral inquiry and the stability of meaning. They argue that what is often presented as objective truth is actually a product of specific historical circumstances, reflecting the worldviews, values, and interests of dominant social groups.1

Rather than viewing educational theories as universal or impartial, postmodernists suggest that all "grand narratives"—including those in philosophy and education—are inherently political. They emphasize that knowledge is deeply entangled with power, a dynamic often referred to as pouvoir-savoir or power-knowledge. By exposing these relations, postmodern thinkers aim to reveal how educational practices may serve to maintain existing power structures or "discipline" individuals into specific social roles.12

Consequently, postmodernism questions the existence of universal educational ideals, suggesting instead that educational philosophy should account for the perspectives of groups traditionally excluded from academic discourse. This approach shifts the focus from seeking a single, objective truth to analyzing how knowledge is constructed and used within specific social and historical contexts.12