In this article the effect of postmodern influences on higher education, linked with themetaphor of a postmodern ocean and life-buoy reactions, is examined by way of a dualapproach. Firstly the main trends of postmodernism, as they are realised within the broadfunctioning of this postmodern 'ocean', are identified. This is followed by a determination ofappropriate 'life-buoy' reactions needed in the area of higher education to ensure viabilityand effectiveness within this postmodern 'ocean'. Met betrekking tot postmodernisme wordaanvaar dat dit manifesteer as 'n korrigerende verlengstuk van die modernisme deurdat ditdie oordrewe rasionalisme van die modernisme wil uitbalanseer en aanvul met klem ook opander funksies en aspekte van menswees. Go phološa thuto ye e phagamego 'lewatleng' lapostmodernism, dinyakwa mabapi le kamano ya tsebo, bokgoni bja go phadišana molefaseng la boiphedišo le tlhokego ya dinyakwa tša go sekaseka dikgoplo, di swanetšego golatelwa.
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机译：在本文中，通过双重方法研究了后现代对高等教育的影响，与后现代海洋的主题隐喻和救生圈反应相关。首先，确定了在后现代“海洋”的广泛功能范围内实现的后现代主义的主要趋势。其次是确定高等教育领域所需的适当``救生圈''反应，以确保在这个后现代的``海洋''中的生存能力和有效性。关于后现代主义，它被认为是对现代主义的正确延伸，因为它试图平衡和夸大现代主义的夸大理性主义，并补充人类的其他功能和方面。去后现代主义，去现代主义，去nyakwa mabapi le kamano ya tsebo，去bogoni bja去phahšgomolfasenglaboiphedišo去tlhokego去ya dinyakwatša去sekaseka dikgogoplo，斯瓦内瓦
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