POST-TRUTH AND CRITICAL THINKING: IDEOLOGICAL IMPLICATIONS IN EDUCATION
DOI:
https://doi.org/10.24919/2522-4700.43.13Keywords:
post-truth, critical thinking, self-actualization, identity, social activity, self-education, educationAbstract
The article is devoted to the consideration of ideological transformations of worldview knowledge, directly related to the functioning of the public imagination and the formation of both group and individual identity. The comprehension of socio-cultural dynamics related to the situation of post-truth and the implementation of guidelines, strategies, techniques, practices and methodologies of critical thinking in the field of education are also considered. The aim of the article is to consider the phenomenon of post-truth in the modern information field in relation to the concept of critical thinking and their explications in the social institution of education. The main attention is paid to the philosophical understanding of these phenomena in the context of philosophical and anthropological measurement of trends in the socio-communicative sphere of human existence. Methodological principles are the philosophy of information, the development of the paradigm of transhumanism, the search for modern world theory and practice, social philosophy. The article considers the essential preconditions and consequences for the humanitarian sphere in general and education in particular the current state of affairs with insufficient philosophical articulation of the concepts of post-truth and critical thinking. Scientific novelty. The article proves the ambivalent nature of the correlation between the phenomenon of post-truth and the concept of critical thinking on the occasion of the social institution of education and the sphere of social imagination. Conclusions. Critical thinking, based solely on skepticism, has been found to function as a precondition and a meaning-destroying element of post-truth as a theoretical construct and cognitive mechanism. The threat of dehumanization of the problem field of modern humanities outside the actualization of symbolic and axiological bases of human identity, which is relevant for both scientific discourse and education, is emphasized. Emphasis is placed on the need for a humanistic reinterpretation of critical human thinking, expressed in its social activity, identity acquisition and self-actualization.
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