Freedom and enslavement in the pedagogical project of Enlightenment

author: Mykola Lipin

Urgency of the research. The modern education system, which was founded in the Modern era, contains a contradiction between the proclaimed ideals of human emancipation and the actual practice of enslavement. This contradiction is represented in the form of freedom and enslavement, creativity and adaptation, personal principle and instrumental depersonalization as defining principles of the constitution of educational space. Currently, the search for a way out of the crisis state of all levels of education requires an understanding of the shortcomings and advantages of the pedagogical project of Enlightenment.

Target setting. Modern studies of critical pedagogy consider the existing education system as repressive and enslaving people. However, the existing education system is the result of the pedagogical project of the Enlightenment, which was inspired by the ideas of comprehensive human emancipation. Therefore, it is necessary to investigate the reasons and ways of transforming the spirit of Enlightenment into the spirit of enslavement.

Actual scientific researches and issues analysis. The study is based on the works of I. Kant, H. Hegel, P. Freire, W. Wozniak, G. Bist, T. Adorno, D. Dewey, J. Rancière, M. Foucault, G. Arendt, M. Heidegger, S. Kierkegaard.

The research objective. The article attempts to trace the logic of the development of education as liberation in the context of the pedagogical project of the Enlightenment and to identify the reasons for its transformation into a repressive instance of enslavement.

The statement of basic material. One of the fundamental ideas of the Enlightenment was the idea of freedom. The Enlightenment laid the foundations for the Western education system and ideas about freedom. The Enlightenment connects the idea of freedom and the development of the human personality with the effectiveness of one's ideals. Thus, it can be argued that the Enlightenment is both a historical period and a process of liberation (“exit”) of man through the formation of the ability and conditions to use his reason.

Conclusions. A teacher who accepts the risk of education as a practice of freedom realizes that it’s not he who really educates and teaches, but the depth of that cultural content, to the objectification of which he managed to attract students. In this case, education is always a process of finding freedom in order to interact with the subjective dimension of culture.

Key words: education, upbringing, freedom, emancipation, Enlightenment, knowledge, intelligent thinking, man

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