The article raises the problem of critical thinking from a constructivist perspective. In the course of argumentation, we justify the thesis that constructivism is a valuable basis for both a theoretical approach (as a model) to critical thinking and a didactic design of activities focused on shaping and developing appropriate skills and dispositions. In our article, we point out that the advantage of the concept of critical thinking based on the constructivist model is mainly related to the assumptions underlying constructivism itself. Its application to the theory and practice of critical thinking implies important solutions, for the most part, on the epistemological and ethical level, while at the same time providing an attractive alternative to the concepts of critical thinking present in contemporary educational discourse.

Key words: critical thinking, constructivism didactics, educational philosophy, educational theory

In my article I point to the essential meaning of the “theoretical content” of the accepted educational model. Lack of knowledge of the assumptions, assertions and implications resulting from a given concept or model generates simplifications and becomes the reason of inconsistencies in “didactic thinking” and acting. The purpose of this article is an attempt to provide justification for the claim about the absolutely theoretized character of considerations (of each type) in the field of education theory. As a consequence, I also put forward a thesis according to which we can not coherently and consistently use concepts such as knowledge and learning “beyond” the paradigmatic context (understood here as a specific theoretical model).

Key words: constructivism, didactics, model of education, knowledge.