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From what aspects does postmodernism reflect on educational informatization?
Postmodernism's examination of educational informatization is embodied in advocating irrationality, deconstructing modern subjectivity and advocating differences.

1, advocating irrationality.

Habermas believes that irrationalism is the main feature of post-modernism, and irrationalism is characterized by "criticism" and criticism of traditional rationality. In the view of postmodernism, it is the overflow of modernist rationalism that has caused a series of social problems and human disasters. Therefore, criticizing and denying rationalism and advocating irrationality have become the purpose of postmodernism.

2. Deconstruct modern subjectivity.

Publicity of subjectivity is a feature of modernization. On the other hand, postmodernism opposes anthropocentrism and adopts a deconstruction strategy for subjectivity. First of all, postmodernism lashes anthropocentrism and advocates rebuilding the relationship between man and nature, aiming at giving the relationship between man and nature a strong "ecological consciousness" to eliminate man's desire to dominate and possess nature. Secondly, oppose egocentrism and rebuild the relationship between people.

3. Promote differences.

Postmodernism opposes identity and wholeness and advocates difference. In the careful reflection on modernity, postmodernism points to a set of expressions of integrity and identity of modernity, and is skeptical of many self-evident truths in modernity. For example, Lyotard believes that the so-called "modern" science still has obvious consistency with the orthodox narrative theory, and it will be legalized by establishing a theory later.