Contemporary information society provides many opportunities for self- education. This process mainly influences informal education, but we cannot deny its ehffect on formal education too. More and more pupils are coming into classroom wit self- generated educational purposes. More and more teachers must admit, that they are not the best advisers in many fields of knowledge. The solution of the present problem can be found in the dialogic education. The first attempts to use a dialogue in education were made by ancient Greek philosopher Socrates (circa 469- 399 BC). One of the first thinkers of contemporary society, who pointed out the necessity to use the form of dialogue in education, was Brazilian educator Paulo Freire (1921- 1997). He considered monologue education to be a social problem and oppression. The first theory of dialogic education in Latvia was developed by Jelena Jermolajeva. Her research interests were mainly concerned with a metaphorical dialogue. The German educator Rainer Winkel (b. 1943.) conducted his research in the field of antinomical nature of contemporary education and communicative didactics. The Spanish educational theorist Jose Ramon Flecha (b. 1952.) created seven pillars how educational dialogue should look like. The British educational theorist Robin Alexander points out many arguments why dialogue must take an important place in educational process. Douglas Barnes separates school knowledge and active knowledge. The first one is unstable, because it is not created at the moment, when pupils are looking for some important answers. The second one is generated through dialogue and therefore is more stable.