An Analytical Study of the Concept of Active Learning through the Lens of Postmodern Philosophy

Abstract

This article is a philosophical study with three main objectives: 1) to examine the concept and practice of active learning, 2) to explore the principles of moderate postmodernism, and 3) to analyze active learning in accordance with the philosophical framework of moderate postmodernism. This study is a qualitative research aimed at examining and analyzing data related to the vision and goals derived from the Basic Education Core Curriculum B.E. 2551 (2008), together with the concept of Active Learning that aligns with Moderate Postmodern Philosophy.

The findings from the analysis were applied as a framework for enhancing the quality of Active Learning management based on the principles of Moderate Postmodern Philosophy. The results of the study revealed that 1. Active Learning is a process that fosters learners’ development in terms of knowledge, life skills, and appropriate attitudes through learning activities that encourage thinking, analysis, experimentation, and self-reflection. This approach enables learners to adapt appropriately to social changes and the demands of the modern world and is consistent with the principles of flexibility, balance, and experiential learning emphasized in Moderate Postmodern Philosophy. 2. Moderate Postmodern Philosophy is a philosophical approach that emphasizes the integration of differences, the maintenance of balance, and adaptation to contextual conditions. It can be applied to both the design of learning processes and real-life practices, allowing learners to choose learning approaches suited to their individual needs while simultaneously developing academic knowledge alongside life skills. and 3. Active Learning within the framework of Moderate Postmodern Philosophy demonstrates that integrating these two concepts promotes holistic learner development in terms of knowledge, life skills, and desirable characteristics. Furthermore, it enhances learners’ ability to adapt to change and to diverse contexts in the contemporary world, positioning learning not merely as the transmission of knowledge but as a process of cultivating learners with full potential who are prepared to cope with the complexity of modern society.