The Christian scholar faces an interesting paradox concerning postmodernism’s influence in higher education (Edlin, 2009). One of the key components of the modernism paradigm was the ability for humans to reason (Pells, 2007). Universities were based largely on a model in which young adults were expected to first acquire knowledge, principles, and skills, and then later apply that which was learned to their career ambitions, citizenship, or professional development (Willis, 1995). But in the 1960s and 1970s, higher education began to face increasing social pressure as the ideas of modernism associated with knowledge acquisition, power, and authority came under scrutiny and were replaced with plurality and skepticism (Maranto, Redding, & Hess, 2009). This trend largely grew out of the ideas of French philosopher Jean-Francois Lyotard and his work The Postmodern Condition: A Report on Knowledge (Cary, 1999). Postmodernism has declared Christian scholarship null and void. Conversely, it has unintentionally reignited the quest to understand the spiritual nature of mankind and the world. Thus, Christian scholars have an opportunity to re-engage in a dialogue that had appeared to be closing (Martini, 2008). Ultimately, the Christian scholar must be grounded in an understanding of Biblical principles and open to the empowerment of the Holy Spirit if in fact they are to carry forth the great task of protecting the Truth with which they have been entrusted (2 Timothy 1:14) and they must not shy away from the conversation.
Otto, Patrick and Malcolm, Lani M.
"The Postmodern Paradox: How the Christian Scholar has Both Declined and Thrived as a Result of Postmodernism’s Influence in Higher Education,"
International Christian Community of Teacher Educators Journal: Vol. 9
, Article 5.
Available at: http://digitalcommons.georgefox.edu/icctej/vol9/iss1/5