TEACHING IN THE POST-TRUTH ERA: A NEW CHALLENGE FOR PEDAGOGY
The purpose of the article is to identify the optimal pedagogical conditions for the implementation of the educational process in the post-truth era. The modern way of life is characterized by the increasing role of mass media, the growing popularity of social networks, and the deep development of digital technologies. These features serve as a favorable precondition for the onset of the "post-truth era", when objective facts have less impact on public opinion than appeal to the emotions and beliefs of the individual. For the successful course of the educational and cognitive process in a new spiritual situation, the teacher must use the methodological recommendations of critical pedagogy, make the transition from the process of transmitting knowledge to the construction of evidence-based narratives related to the real life of students. The article reveals the effective power of the narrative in the post-truth era, criticizes the complete dependence of modern pedagogical technologies of Enlightenment’s way of thinking. The result of the research is the conclusion that critical pedagogy helps to effectively counteract unfounded opinions of students.