Postmodernist philosophy of psychology and pedagogy: practical aspects of implementation within the framework of a teacher’s professional development

The relevance of postmodernism and postmodernity to adult education research and practice has
sparked intense debate in recent years, coinciding with the global rise of lifelong learning as a
transformative policy agenda. This study explores how postmodern philosophical paradigms reshape
the aims and methods of education, emphasizing critical thinking, identity formation, and the co
construction of knowledge. Education is redefined as a dynamic, decentralized social space, rooted in
metaphysical pluralism and guided by rhizomatic learning (an approach in which learning proceeds
through multiple, non-linear paths). Methodologically, the study draws on principles of historicism,
socio-cultural embeddedness, and systemic interconnectivity, employing dialectical reasoning,
comparative analysis, theoretical modeling, and literature-based inquiry. Inspired by Deleuze and
Guattari’s rhizome concept, the research situates education as a networked, adaptive process
responsive to a fluid, globalized context. Teachers in postmodern settings act as facilitators, enabling
learners to explore divergent viewpoints and generate original insights. The findings reveal that
teacher professionalism and continuous development are contingent upon navigating this rhizomatic
educational landscape. Ultimately, the paper contributes to understanding how postmodernism
transforms pedagogy into a collaborative, self-reflexive, and networked practice aligned with the
epistemic demands of the 21st century.