Paradygmat krytyczno-emancypacyjny w dydaktyce. Perspektywa filozoficzna
The Critical-Emancipatory Paradigm in Didactics. A Philosophical Perspective

Summary/Abstract: The critical-emancipatory approach to the didactic processes is sometimes mentioned as one of the great paradigms of education. Admittedly, it is not a particularly popular approach in pedagogical practice, but it is still alive, at least in the discussions of experts in didactics, and for this reason it is worth returning to it in our reflections on educational reality. This short study is an attempt at such a return to the critical-emancipatory paradigm in didactic considerations and the topic will be taken up here from the perspective of the very core of this paradigm, i.e. the philosophical concepts that lay at its basis. This requires reference to the thoughts of the proponents of the so-called Critical Theory, which originated in the Frankfurt School in the interwar period. This paper will present a general reconstruction of them, precisely so that the current didactic discourse does not lose sight of what lies at stake when it comes to critical didactics. Aspects of the critical-emancipatory paradigm will be considered here, such as the goals it sets for education, the course of the didactic process, the kind of relationship it establishes between student and teacher, and what kind of knowledge it produces. The analysis leads to the conclusion that, although the critical paradigm may contribute to small-scale changes on a local scale, it nevertheless remains largely inadequate to the contemporary educational reality, because it is politically motivated and has hard to achieve ambitions of large-scale social change.

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