The Transformation of Modernity and Its Influence on the Style of Thinking and Acting in Education

Abstract

The first chapter deals with the phenomenon of incomplete or unfinished modernity. The author starts from the notion of pragmatism, which stresses that it is impossible to distinguish between thinking and acting but that they form one particular style. The chapter focuses on three stages of modernity: the first two are taken over from Šíp (early and late modernity), and the third forms a new conceptual framework for the present, taking into account the reflections of Floridi. These styles of thought and action are not understood sociologically but are related to the philosophy of education. Throughout the book, they serve as specific models (pure types) to describe the changes in thinking about education that need to be made in the context of the information revolution.