OBECNA SYTUACJA TEORII KRYTYCZNEJ, PEDAGOGIKI KRYTYCZNEJ I DIASPORY – W POSZUKIWANIU NOWEGO JĘZYKA KRYTYCZNEGO PEDAGOGIKI
CRITICAL THEORY, CRITICAL PEDAGOGY AND DIASPORA TODAY – TOWARD A NEW CRITICAL LANGUAGE IN EDUCATION

Summary/Abstract: The article is devoted mainly to the current situation of critical pedagogy and its alternative: counter-education. The main line of argumentation goes through the ways in which current critical pedagogy abandoned its genuine legacy of the critical theory of the later Frankfurt School and the price it pays for this process: degeneration into normalizing education. Along the critical analyses the author construes his own original proposition to build what he calls counter-education, embedded in diasporic thinking (whose main feature is avoiding philosophical domestication of humans and cosmos) as an alternative to post-modern philosophy.

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