Post-critical pedagogy: a philosophical and epistemological identikit.

This article examines the philosophical and epistemological status of post-critical pedagogy (PCP), exploring whether it constitutes a new paradigm or a different attitude within the critical tradition. It outlines PCP's emphasis on education as an autotelic practice—"education for education's sake"—and contrasts it with the traditional critical stance characterized by suspicion and debunking, which may limit educational engagement. Drawing on theoretical insights from humanities and social sciences, the article highlights PCP's orientation toward generosity, hope, and relationality, framing it as an "educationally amorous pragmatism" that complements rather than replaces critique. Ultimately, the authors argue for a principle of complementarity, suggesting that critical and post-critical paradigms offer distinct but mutually enriching approaches to educational theory and research.