Education for Critical ConsciousnessA&C Black, 04.03.2005 - 146 Seiten Paulo Freire (1921-97) was Latin America's foremost educationalist, a thinker and writer whose work and ideas continue to exert enormous influence in education throughout the world today. Education for Critical Consciousness is the main statement of Freire's revolutionary method of education. It takes the life situation of the learner as its starting point and the raising of consciousness and the overcoming of obstacles as its goals. |
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Häufige Begriffe und Wortgruppen
act of knowing action Adam Schaff affirmation agrarian reform agronomist-educator agronomists analyze anti-dialogue apprehend Aspects for discussion Assistencialism attitude authentic basic become Brazil Brazilian challenges Chile climate codification communication concept of extension concrete conscientização conscientization contradiction creative critical consciousness cultural invasion Culture Circle democracy dialectic dialogue dimensions domination doxa educatee elite emerge entering epoch exist existential existential situation extension agents fact Freire's Gilberto Freyre gnosiological condition historical process human illiterate implies invaded ISEB Jacques Chonchol knowable object knowledge lack latifundium learning liberation literacy magic manipulation massification means methods naïve nature Oppressed participation Paulo Freire peasants Pedagogy perceive perception person political praxis present problematization problems reality Recife reflection relations relationships Rio de Janeiro role s/he São Paulo sectarian semantic social society sphere structure Subjects task technical techniques technocrats term extension themes transform the world transition understand urban words
Beliebte Passagen
Seite 33 - Democracy and democratic education are founded on faith in men, on the belief that they not only can but should discuss the problems of their country, of their continent, their world, their work, the problems of democracy itself. Education is an act of love, and thus an act of courage. It cannot fear the analysis of reality or, under pain of revealing itself as a farce, avoid creative discussion.
Seite 51 - Only silly folk identify creative originality with the extraordinary and fanciful; others recognize that its measure lies in putting everyday things to uses which had not occurred to others. The operation is novel, not the materials out of which it is constructed. The educational conclusion which follows is that all thinking is original in a projection of considerations which have not been previously apprehended. The child of three who discovers what can be done with blocks, or of six...
Seite 43 - Acquiring literacy does not involve memorizing sentences, words, or syllables — lifeless objects unconnected to an existential universe — but rather an attitude of creation and re-creation, a self-transformation producing a stance of intervention in one's context. Thus the educator's role is fundamentally to enter into dialogue with the illiterate about concrete situations and simply to offer him the instruments with which he can teach himself to read and write. This teaching cannot be done from...
Seite 39 - magic consciousness" which "leads men to fold their arms, resigned to the impossibility of resisting the power of facts." Nostalgia is also discernible in a generalized feeling, among WWC members, of dislocation from the wider feminist movement. The WWC has no formal ties with other Well Woman centers or indeed with any organization in that "movement," and volunteers are easily persuaded that what is accepted by the WWC...
Seite 36 - Now specialization is more and more needed by the technical organization of modern life, yet it should be compensated for by a more vigorous general training, especially during youth. If we remember that the animal is a specialist, and a perfect one, all of its knowing-power being fixed upon a single task to be done, we ought to conclude that an educational program which would only aim at forming specialists ever more perfect in ever more specialized fields, and unable to pass judgment on any matter...
Seite 33 - In training a child to activity of thought, above all things we must beware of what I will call "inert ideas"— that is to say, ideas that are merely received into the mind without being utilised, or tested, or thrown into fresh combinations.
Seite 38 - From the beginning, we rejected the hypothesis of a purely mechanistic literacy program and considered the problem of teaching adults how to read in relation to the awakening of their consciousness. We wished to design a project in which we would attempt to move from naivete to a critical attitude at the same time we taught reading. We wanted a literacy program which would be an introduction to the democratization of culture, a program with men as its subjects rather than as patient...
Seite 4 - The integrated person is person as Subject. In contrast, the adaptive person is person as object, adaptation representing at most a weak form of self-defense. If man is incapable of changing reality, he adjusts himself instead. Adaptation is behavior characteristic of the animal sphere; exhibited by man, it is symptomatic of his dehumanization.