Theoretical Intentions and Practical Experience of Critical Pedagogy

Authors

  • I. Radionova

Abstract

The ideas of critical pedagogy were developed at the end of the 20th century, which is explained by the author to be a consequence of the increase of the tendencies of «transdisciplinarism» and politisation of the modern humanitarian knowledge. In the article the following issues are examined: the understanding of the language of possibilities in radical practice, the march of radical pedagogy not only against the different forms of oppression but also for the project of the new type of subjectivity and the alternative forms of society. The results of the analysis show that critical pedagogy does not propose the detailed programme of realisation of its ideas, but performs mainly a signalling
function, by problematising the relation to self, power, opportunities and limitations of the subjectivity.

Downloads

Abstract views: 275

Published

2005-09-01

How to Cite

Radionova, I. (2005). Theoretical Intentions and Practical Experience of Critical Pedagogy. Filosofiya Osvity. Philosophy of Education, 1(1). Retrieved from https://philosopheducation.com/index.php/philed/article/view/90

Issue

Vol. 1 No. 1 (2005)

Section

Articles

Metrics

Downloads

Download data is not yet available.

License


    Authors who publish with this journal agree to the following terms:
  • Authors retain copyright and grant the journal right of first publication;
  • Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowl­edgement of its initial publication in this journal.