The present paper addresses the pedagogy of freedom, as a field of scientific knowledge of a fundamental issue of human existence - freedom in education, updating a system of ideas concerning freedom as the supreme value of human life and freedom as the recognition of human dignity, freedom as a prerequisite for optimal development of personality and pedagogical freedom as a sine qua non condition of contemporary education. From this perspective, the coherence and fluidity of the pedagogical discourse on freedom stems from the incontestable truth that "human freedom is an objective and a result of education" and the valorization of human personality becomes possible under the conditions of educational freedom. The philosophical discourse on the meaning of the concept of freedom leads to the analysis of freedom in education as assuming responsibility for the educated and the approach of freedom as a creative act in the sense of human becoming and professional affirmation. In contemporary society, philosophical reflections on pedagogical freedom involve the examination of scientific arguments regarding the conditions of respecting the principle of freedom in education in order to satisfy the children's need for freedom, because paideia is a normative discourse. The intensity of the educational challenges updates the statement of Morris van Cleve, promoter of the axiology of existential education, "the school must use a curriculum that promotes existential freedom, allowing students to study subjects that are close to their personal needs, which would make them take responsibility for their decisions."