Abstract
The philosophical principles guiding the pedagogy of Critical Rationalism emphasize the autonomy of individual students, the democratic organization of learning institutions, and a workshop setting where mutual respect is observed by so-called masters and apprentices. This article critically outlines what undergirds this approach to pedagogy and casts some doubt on the potential of operationalizing these ideas on a grand scale and the potential psychological toll that might be exacted from both teachers and students.
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