Abstract

In contrast to Jean-Francois Lyotard’s classic warning, postmodern society in the United States seems increasingly influenced by metanarratives—religious metanarratives. This article examines the implications of this religious resurgence for educational researchers. It offers a competing analysis of the postmodern that draws on Harold Bloom, Slavoj ŽiŽek and others to identify the gnostic elements in contemporary religiosity, both in Europe and the United States. This competing reading of postmodern religiosity suggests a reframing of Lyotard’s paralogy—research that searches for instabilities in the framework of knowledge. Drawing examples from recent educational research, I will argue for ways in which researchers can better engage religion in their work.