Home – Home – Jornals – "Philosophy of Education" 2023 number 4

Introduction. Despite the fact that post-modernity is characterized by the rejection of the metanarrative of Eurocentrism and the transition to decolonial epistemologies, approaches to the development of education still remain Eurocentric. The reason for this is the fact that post-modern society does not replace modern society, with its metanarrative of Eurocentrism, but exists in parallel with it. In this regard, there is a need for a philosophical analysis of the development of education, taking into account the processes taking place in society. The object of this study is the transformation of education in post-modern society. The subject of the study is the metanarrative of Eurocentrism in education in the conditions of post-modernity. Methodology. The methodological basis of the study was based on the works of researchers who develop the decolonial approach in social and humanitarian research - W. Mignolo, M. Tlostanova, A. Quijano, E. Dussel. Discussion. Post-modernity, through the rejection of metanarratives, seeks to reject the idea of Eurocentrism and comes into conflict with the ideas of modernity that are transmitted by the dominant Western social institutions. If we look at the epistemological and pedagogical hierarchies, we see that they give primacy to Western Cartesian-type systems institutionalized by the colonizers. Instead of inextricably bound epistemological and pedagogical hierarchies, the decolonial approach assumes the use of epistemologies forgotten in the process of colonization. Conclusion. The application of a decolonial approach to the analysis of education in post-modern society will solve the problem of Eurocentricity of education and reveal new ways of learning, as opposed to the Western model of education, broadcast around the world as the only true one.