本文主旨在探討後現代思潮與教育的關係，內容包括：後現代的起源與特徵，後現代對社會科學的影響、以及具後現代思潮的代表人物之主要論述，包括：傅柯的知識/權利/主體性觀點、德勒茲和瓜塔里的地下莖思維、布希亞的擬象和超真實性觀點、李歐塔的知識論述、德里達的解構主義、吉魯斯（Giroux）的邊界教育學、羅逖（Rorty）的後哲學文化、包華士（Bowers）的後自由主義和後現代女性主義者的關愛教育學，並提出這些學者的論點在教育研究方法、批判意識、課程、教學型態、多元文化教育、環保生態教育、教育本質、師生關係上的啟示，以期修正現代教育的缺失，最後並提出結論來省思後現代性應該重建於現代性之上或者與現代性對立，以及應用後現代思潮於教育的期許。

　　　　　The purpose of this article is to inquire the relationship of postmodern condition and education. First, the article examines the background and the characteristic of emerging postmodernism. Second, examining the influence of postmodernism in social science. Third, introducing the main position of nine representatives of postmodernists: Focault、Deleuze、Guattari、Baudrillard、Lyotard、Derrida、Giroux、Rorty、Bowers and the content of care pedagogy of postmodern feminism. Fourth, suggesting the implications in education from the aspects of these representatives which contain educational research method, critical ideology, curriculum, the teaching style, multiple-culture education, ecological education, the essence of education and the relationship of teacher with student. Finally, the author draws the conclusion for us to think the postmodernity should be rebuilt upon modernity of against the modernity, and draws the expectation for applying the implications from postmodern condition in education.