Theoretical Intentions and Practical Experience of Critical Pedagogy
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.
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