ANCIENT METHODS OF CRITICAL THINKING IN TEACHER EDUCATION: FROM PAIDEIA TO EPISTEMIC VIRTUES

Abstract

The aim of the article is to substantiate the pedagogical potential of ancient philosophical methods in developing critical thinking among future educators in the information age. The research methodology includes historical-philosophical analysis of the concept of paideia and epistemic virtues, comparative method for juxtaposing ancient sophistry with contemporary disinformation practices, hermeneutic approach to interpreting primary sources (Plato, Aristotle), theoretical generalization to identify transhistorical pedagogical principles. The scientific novelty lies in conceptualizing critical thinking as an epistemic virtue through synthesizing Socratic maieutics, Aristotelian logic, and contemporary challenges of the digital age; in systematizing ancient methods of critiquing sophistic rhetoric as tools for developing media literacy; in substantiating Socratic dialogue as a pedagogical paradigm that cultivates epistemic humility and intellectual honesty. The research findings demonstrate that ancient pedagogical principles – paideia as holistic personal development, Socratic elenchus as a method of deconstructing pseudo-knowledge, Aristotelian dianoetic virtues as the foundation of rational agency – retain methodological productivity in the context of teacher education. The structural similarity between ancient sophistry and contemporary fake news is proven, enabling the adaptation of Platonic critique of manipulative rhetoric and Aristotelian taxonomy of fallacies for analyzing disinformation. Conclusions: integrating ancient methods of critical thinking into teacher education enables the formation of epistemic virtues (intellectual honesty, open-mindedness, curiosity, epistemic humility) necessary for navigating the information environment and countering manipulative practices.