Metamodernism, which is used synonymous with post-postmodernism or neo-modernism, has come forward in response to postmodernism and the emerged crises, instabilities, and uncertainties in all areas of this epoch. Metamodernism is a perspective situated epistemologically with (post)modernism, ontologically between (post)modernism and historically beyond (post)modernism. It seeks an oscillation between modernism and postmodernism with mediating between them and responding to existing cultural modes. Thus, metamodernism is a paradigm beyond modernism and postmodernism, trying to explain today’s cultural and intellectual developments which are not sufficiently criticized by modernism nor postmodernism. This paper questions and discusses the understanding of this paradigm and its reflections on education, school leadership, and schooling in the Nordic countries. By reviewing education related reports, survey reports, books and articles about these countries, comprehending their philosophy of education throughout the years, and analyzing the ongoing educational developments, the main notion of metamodernism and its influences on schooling, leadership implications, classroom activities and research in education are focused on this paper.

中文翻译：

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新范式的诞生：用元现代“镜头”重新思考教育和学校领导

元现代主义被用作后后现代主义或新现代主义的同义词，它的出现是为了应对后现代主义以及这个时代各个领域出现的危机、不稳定性和不确定性。元现代主义是一种在认识论上与（后）现代主义、本体论上位于（后）现代主义和历史上超越（后）现代主义之间的视角。它寻求现代主义和后现代主义之间的振荡，在它们之间进行调解并回应现有的文化模式。因此，元现代主义是一种超越现代主义和后现代主义的范式，试图解释当今没有受到现代主义和后现代主义充分批评的文化和知识发展。本文质疑并讨论了对这一范式的理解及其对教育、学校领导、和北欧国家的教育。通过回顾这些国家的教育相关报告、调查报告、书籍和文章，了解他们多年来的教育理念，并分析持续的教育发展、元现代主义的主要概念及其对学校教育、领导力影响、课堂活动和研究的影响在教育方面的重点是这篇论文。