Abstract:

Rapid technological development, intertwined with the COVID-19 pandemic which only accelerated our dependency on the digital, has created an educational vacuum. Teachers and students struggle to combine analogue approach with digital environment, in an attempt to re-establish pre-pandemic notion of a typical classroom. However, although the pandemic seems to slowly vanish at this moment, the dependency on digital tools remains and can only grow. European Union has recognized the obstacles that may arise from this scenario, outlining in the strategic document Digital Education Action Plan (2021-2027) the discrepancy between existing technological advancements, and the skills we possess to truly benefit from them. Here, it is our notion that philosophical approach of critical thinking may help bridge this gap. The main idea behind the practical philosophy is to teach people how to think, and not what to think; similarly, challenges of digital age can be more steered in the direction of how to use resources properly, and not what resources to use. In an abundance of digital possibilities and in the age of hyper-exposure to information, a critical filter is required – an approach which can help teachers and students tackle the new challenges. In our paper, we will use an example of Erasmus+ KA220 project “PLATO'S EU: Philosophical Learning Applied To Online Surroundings in the EU”, as a study on how to use critical thinking for and in digital environment. The project overlaps with the topic as it is also based on philosophical principles that teach people how to think, not what to think, and this intention has been transferred to the challenges of the digital age - by learning how to use resources properly. PLATO'S EU mutually combines philosophical heritage with contemporary needs – the use of digital resources to teach philosophy, and the use of philosophy to meet the challenges of the digital age. Remanding the modern society of ancient practices subconsciously embedded in European culture and everyday life, the project intertwines neglected and forgotten good examples and methods of historical, scientific, philosophical and sociocultural heritage with an ever-changing approach to the hectic modern world. In our paper, we will discuss lessons learned through the project combined with the theoretical-scientific background, highlighting the essence of teaching critical thinking for digital environment.

Keywords:

Critical thinking, philosophy, digital, technology, education, European Union, Erasmus+.