Examining and criticizing the epistemological foundations of the postmodern approach to educational management

In the contemporary era, there are different currents of thought that have affected different areas of human life. Perhaps it can be said that one of the currents of thought that has had the most fame and influence in various fields, including in the field of educational management, is postmodernism. This idea, which was raised in the west in the first half of the 20th century, has a critical approach to western modernism and claims to save human society, especially western countries, from the impasse of modernism.
Since the postmodernism movement emerged in the age of information explosion, it was not limited in the West and has quickly penetrated many parts of the world, including Islamic countries. Postmodern theories are seriously discussed today, not only in academic circles, but also in various political, social, artistic, and other fields. Nevertheless, postmodernism is not a systematic school of thought that can be accurately and decisively stated in a systematic manner. Rather, as the nature of this movement demands, it constantly changes its face and there are different tendencies in it. Therefore, there is a difference of opinion both in the definition of postmodernism and its relationship with modernism, in the precise determination of its branches and pioneers, and in the extraction of theoretical foundations, including the epistemological foundations of this thought.
In this article, which was done with a descriptive-analytical method, and its information was obtained with a citation and library method, firstly, what is postmodernism and its relationship with modernism is discussed briefly, and then, ignoring the differences and minor disagreements between There are post-modern branches, the most important epistemological foundations of post-modern educational management have been explained and then analyzed and criticized with the method of content analysis.