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This article considers the main aspects of the discussion about the concept of open-mindedness in modern English-speaking philosophy of education. It emphasizes the importance of the topic for national pedagogy, which is currently in composite dialogue with world traditions of understanding the educational process. Open-mindedness is considered as an element of an extensive terminological system. The need to clarify the meaning of the concept is associated with its role in determining the criteria for the distinction between education and indoctrination. The article presents the most significant definitions of open-mindedness and indicates that the external obviousness of the concept contrasts with the difficulty of finding its consistent definition. It finds that the key feature of the experience in interpreting open-mindedness is the increase in educational requirements. It summarizes the main objections raised to various aspects of a theoretical understanding of the concept. The author considers it logical to abandon attempts to implement the ideal of absolute rational open-mindedness in teaching. In general, the discourse on open-mindedness shows the impossibility of avoiding discussion about the development of a subject in any attempt to determine the meaning of education. The article presents the research prospects in rethinking the role of rationality in the process of making a man and the world.

Open-mindedness in the terminological system of the modern philosophy of education: interpretations and problems