Self-education and the development of critical thinking

Critical thinking becomes problematic when it is managed from teaching in the school curriculum, for it becomes one more achievement to be evidenced. The objective of this paper is an analysis of philosophical life and its relationship with critical thinking. Questioning the teaching of critical thinking in formal education, this paper presents self-education as a key to the transformation of the individual towards a philosophical life. From the perspective of some authors such as Dewey, Hadot, Foucault and Freire, who present notions of critical thinking outside the classroom, the aim is to update the theme to demonstrate that self-education has been conceived as the possibility of liberation from the conduct of others.