Here is one opinion out of many The postmodern curriculum theorists influencing these ideas are fundamentally anti-science. They criticize presence and origin

Here is one opinion out of many The postmodern curriculum theorists influencing these ideas are fundamentally anti-science. They criticize presence and origin, they deny that there is a inherent truth behind phenomena, criticize the idea that anything is really there, really exists, or can be directly apprehended if it does exist. Furthermore they see the natural sciences itself as product of the social relations that they serve to judge, that is,the idea was created at a certain time and place, to serve certain interests, and is dependent on a certain intellectual and social context, specifically one that that serves the "status-quo" of patriarchal oppression maintained through an active process of "exclusion, opposition, and hierarchization" that is inevitably embedded in the scientific method itself. The "situating" and "holistic" approach, while in theory neutral, is in practice presented to facilitate the introduction of relationalism, placing "power and suppression" as the fundamental paradigm in which to contextualize every element of the curriculum and the teaching interactions. The choice of current contexts with far from more settled science and and highly divisive narratives is no accident, meant to deconstruct and displace science rather than convey it.