Utrzymywanie się w żywiole myślenia jako zadanie pedagogiki

In this article I investigate the connection between thinking and pedagogy (understood as educational theory). I start with the critique of the domination of instrumental reason, where this domination is depicted as a form of thoughtlessness. Next I analyse a mode of pseudo-thinking, a term grasping the tendency to reduce educational research to intellectual play with multitude of discourses. Finally – following Heidegger – I try to relate to the essence of thinking itself which is grasped in terms of following a thing in its withdrawal. Consequently I develop a thesis that the task of pedagogy is the departure from and focus on things. In conclusion I make an attempt to display some consequences of this standpoint.