(Un) critical pedagogy: current priorities and prospects of development

Therefore, modern education needs the training of a new teacher with innovative and critical way of thinking, and who is not afraid to experiment in pedagogical activities. After all, transferring from traditional education to innovation, which encourages students to analyze and interpret information; ask new questions; create work theories, and generate scientific ideas, requires the professional skill of the teacher (Budnyk, 2019).

In the educational process of educational institutions in Europe and America, the method of Inquiry-Based Learning-IBL (Papaevripidou et al., 2017) has become widespread, which involves the independent gaining of new knowledge by students by searching for answers to problem questions, as well as formulating their own hypotheses in education. In pedagogical science, the concept of "Inquiry-Based Learning" ("inquiry" translated from English - request, research, investigation, search for truth, intelligence) is usually interpreted as learning through research. IBL is aimed at developing the ability to analyze, synthesize and evaluate information (Guido, 2017), i.e., according to Bloom's (1956) taxonomy, it is a high level of development of students' critical thinking.

"Inquiry-based science adopts an investigative approach to teaching and learning where students are provided with opportunities to investigate a problem, search for possible solutions, make observations, ask questions, test out ideas, and think creatively and use their intuition," says Dr. Robyn M. Gillies, a professor in the School of Education at The University of Queensland, Brisbane, Australia. Students have opportunities to "develop explanations for the phenomena under investigation, elaborate on concepts and processes, and evaluate or assess their understandings in light of available evidence. This approach to teaching relies on teachers recognizing the importance of presenting problems to students that will challenge their current conceptual understandings so they are forced to reconcile anomalous thinking and construct new understandings." (Gunn, 2018).

In the professional training of specialists of various fields (in particular, teachers), it is important to apply elements of critical pedagogy when studying social, humanities as well as STEAM disciplines. Inquiry-Based Learning, active experimentation, and discussion enable students to acquire new knowledge independently, think critically, check proposed hypotheses and problem issues, identify and resolve contradictions, etc.

Project Based Learning is another teaching method aimed at the development of individuality and is quite widely implied in modern education. "When confronted with a challenging problem or question, students ask questions, find resources to help answer them, then ask deeper questions - and the process repeats until a satisfactory solution or answer is developed. Projects can incorporate different information sources, mixing the traditional idea of "research" - reading a book or searching a website - with more real-world, field-based interviews with experts, service providers, and users" (Larmer, et al., 2020). However, there are some difficulties in the use of Project Based Learning (PBL), and it concerns first multidisciplinary projects. It is very often that projects are not well prepared, their tasks are not clear for students, and teachers spend a lot of time, but the results are upsetting. Project training should be focused, first, on building key skills for life. Its main elements should be clearly planned in accordance with the requirements of pedagogical design (Budnyk, 2019).

In this study, we present only several methods of critical pedagogy, proposed by its founders and/or are implemented in the modern educational practice. A set of proposed standards in the educational field, in particular test methods for evaluating learning outcomes, oriented mostly to social needs, should not serve as barriers to the development of a young person's critical thinking. The youth are considered as agents of qualitative society changes, the formation of a critical attitude to the world and self-perception in it as a concrete unique personality.

Conclusions

Critical pedagogy is an authentic philosophy of education with different modern interpretations. However, most of them define its goal as striving for a better, fairer and more democratic world. Critical education is designed to help students to liberate from humiliations that bother them. At the same time, based on the research results, it can be argued that critical pedagogy as a branch of scientific knowledge is interdisciplinary, as it integrates the study of philosophy, political science, sociology, psychology, pedagogy, cultural studies and other sciences in the field of presenting "critical" in social life.

Thanks to critical pedagogy, the basis for sociocultural policy is created, because here we encounter such processes and categories as "reflection, disagreement, difference, dialogue, empowerment, action and hope", etc., which in turn serve as "tools for a critical approach" to reality perception(Guilherme, 2002, p. 17).

In the context of critical pedagogy, it is important to develop a person's crit ical perception of the world, critical thinking. The latter involves an emphasis on the search and independent acquisition of new knowledge, active implementation in practical activities based on a person's previous experience, interest and ability to defe nd one's opinion, argue with examples and facts, be able to criticize and respond adequately to others' constructive criticism, draw conclusions and check them, etc.

Among the effective modern teaching methods that develop students' critical thinking, and therefore solve the tasks of critical pedagogy in a certain way, are Problem Based Learning, Project Based Learning, Inquiry Based Learning, Flipped Learning, Interactive or Dialogic Learning, etc.

The limited scope of this study makes it impossible to give a deeper presentation of the results of the philosophical-theoretical and psychological-pedagogical analysis of the problem. However, this issue will be the subject of our further scientific research, because it opens up perspectives for a broader understanding of critical pedagogy not only in the academic, educational, but also in the social, cultural and public environment.

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