Radical Pedagogy: Theoretical Concept and/or Alternative Practice?

AbstractThe article is devoted to theoretical problem of methodological character that is how to the form a new pedagogical concept, dubbed “radical pedagogy”. The authors note the ambiguity of the definition of this term and the various vectors of considering the problems of radicalism in pedagogical projection. On the basis of theoretical and historical analysis it is shown that the ideas of the radical reconstruction of the education system and teaching practices have deep historical roots. In modern pedagogy the concept of “radical pedagogy” is understood in two ways. It is defined by some theorists as the notion that secures the changing views about cognitive capacities, conditions, and factors forming human exposure that indicates the system of pedagogical measures and solutions. The second group of researchers interprets this term as an uncompromising commitment to achieve real transformation in accordance with the views on the development of socio-political, ideological and economic spheres. On the basis of content-analytical study of special publications of the journal “Radical Pedagogy” it is shown that currently, this conceptualization is in the stage of intensive growth