Abstract

Modern science and technology (as crucial outcomes of Modernity) continuously supply everyday life with even more sophisticated practical applications, while at the same time degrading its theoretical compound on all the levels of social becoming. The thinkers of the Frankfurt School criticize Modernity by emphasizing the twofold scheme that lies at its core: technology – civilization/culture, i.e. the relation which essentially affects the development of modern societies. In the educational sphere, which is intertwined with social changes, we are living in a period of severe questioning regarding the introduction of new technologies to the teaching / learning process. It is claimed here that the critical pedagogic approach is an important weapon for the essential understanding of the new facts of social reality and can be a decisive factor for the healthy transition to an integrated student-oriented educational practice.