EDUCATION AS AN INVESTIGATION OF THINKING: FREIRE`S IDEAS IN CONTEMPORARY CONTEXTS

In the presented article the ideals of reflexivity and agency of individuals in the educational process are justified based on the analysis of key concepts of Freire`s dialogical pedagogy. It is shown that the educational paradigm, which develops within the neoliberal discourse, does not solve the task of fostering creativity and critical thinking - competencies, which are highly demanded by society. The author substantiates the idea that the way to overcome the limitations of the instrumental approach to education is in applying the principles of dialogical pedagogy to educational relations, as, according to Freire, the investigation of students` thinking is one of the key aims of education. The Freire`s method of «generative themes» is considered as a way to overcome the standardized and depersonalized nature of learning. The importance of the idea of subjectivity of individuals for understanding the educational tasks is emphasized, as a condition for the implementation of intentions of consciousness, realizing of life scenarios. It is concluded that the principles of Freire`s dialogical education have universal significance and, therefore, can be applied in the field of adult education in different socio-cultural contexts.

dialogue, intention, critical pedagogy, thinking, education, Paulo Freire, «generative themes», reflexivity, agency, philosophy, emancipation