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BY
PAULO FREIRE
Review
"Pedagogy of Freedom is a stirring culmination of Paulo Freire's life work. It is in no way a conclusion or a summation: it is a text that urges its readers to become, to reach towards still untapped possibility.
A Brazilian educationalist and critical pedagogy theorist, Freire has left a significant on thinking about progressive practice. His Pedagogy of the Oppressed is currently one of the most quoted educational texts (especially in Latin America, Africa and Asia).
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Perhaps the most influential thinker about education in the late twentieth century, Paulo Freire has been particularly popular with informal educators with his emphasis on authentic dialogue and his concern for the oppressed.
[L]et me say what this book asks and hopes of you: That you give yourself to it critically and with ever-expanding curiosity (p. 27).
TEACHING
LEARNING
CURIOSITY
THEME 1:
People must become conscious of the unfinishedness of our human condition. It is in this consciousness that the very possibility of learning, of being educated, resides. It is our immersion in this consciousness that gives rise to a permanent movement of searching, of curious interrogation that leads us not only to an awareness of the world but also to a thorough, scientific knowledge of it (p. 66).
TEACHING
As a teacherI can neither teach nor learn unless driven, disturbed, and forced to search by the energy that curiosity brings to my being (p. 80).
LEARNING
[T]he educator who is dominated by authoritarian or paternalistic attitudes that suffocate the curiosity of the CURIOSITY learner finishes by suffocating his or her own curiosity (p. 79).
Whoever teaches learns in the act of teaching, and whoever learns teaches in the act of learning.
LEARNING
[T]eaching that does not emerge from the experience of learning cannot be learned by anyone.
The process of learning makes teaching possible
DEDICATED, CRITICAL CURIOSITY DRIVES LEARNING (AND TEACHING) AND LEARNING DRIVES FURTHER CURIOSITY
Teachers whoLEARNING are engaged in critical learning will exemplify to their students the context of true learning, continuous transformation
The exercise of curiosity makes it more critically curious, more methodically rigorous in regard to its object. The more spontaneous curiosity intensifies and becomes rigorous, the more epistemological it becomes (p. 82).
CURIOSITY
Preparation should go beyond the technical preparation of teachers and be rooted in the ethical formation both of selves and of history Not ethics of the market but rather a universal human ethic
The education of the teacher should be so ethically grounded that any gap between professional and ethical formation is to be deplored
All quotations from Pedagogy of Freedom by Paulo Freire
Student centered learning importance of making students voices the center of the classroom
Landsman witnesses that students tune out if educators do not continuously invite students curiosities into the classroom
All quotations from A White Teacher Talks About Race by Julie Landsman
THEME 2: CRITICAL SELF- AND CONTEXTUAL AWARENESS CREATES ETHICAL LEARNING (AND TEACHING)
OPPORTUNITIES
Awareness of self: o Freire states the need to have an awareness of our unfinishedness
o
o
When we live our lives with the authenticity demanded by the practice of teaching that is also learning and learning that is also teaching, we are participating in a total experience that is simultaneously directive, political, ideological, gnostic, pedagogical, aesthetic, and ethical. In this experience, the beautiful, the decent, and the serious from a circle with hands joined (Freire, 2001, p. 32).
Two weeks before this event, could this man have imagined that this is who he would become?
Freire states: Recognition of ones conditioning understanding that the conditions, i.e. political, social, cultural and educational, influence ones socialization, and can create internal and external ideological obstacles.
She had an internal and external battle (between her and her family/community) of whether to continue her own dream of going back to school, or to give it up to support the male dominated tradition in her community.
Self awareness and awareness of situational surroundings, will lead to ethical opportunities.
Example: Growing Up Online recognizes the ethical opportunities for educators to be critical of their role in students ever increasing online lives.
Teachers need to be critical of themselves and understand their students primary socialization tool, online communities. Once teachers have this awareness, they can then educate themselves and work to provide a new platform for learning in their classroom. This model of learning and teaching simultaneously can be used in the context of global and international education, in that we are all continuous learners, and must understand ourselves and the other in order to deliver pedagogical freedom .
Does Greg Mortenson practice the sort of ethical coherence that Freire discusses?
Does he, as Obidah says, walk the talk? How about others?
THEME 3:
AN IDEOLOGICAL COMMITMENT TO
HUMANITY
AN IDEOLOGICAL
COMMITMENT TO HUMANITY
Freire finds every human worthy of respect, dignity, and trust. can be achieved through the education of individuals who are poor or who are oppressed in and out of school. the process of education is only a human endeavor Those who oppress others dominating or by manipulative behaviors is self-destructive for themselves.
Teaching demands the principles of humility, tolerance, and advocacy for the rights of learners.
Teaching practice, which doesnt exist unless learning simultaneously, is a holistic practiceThe beauty of practice of teaching is made up of a passion for integrity that unites teacher and student.
AN IDEOLOGICAL
COMMITMENT TO HUMANITY
To know that I must respect the autonomy, the dignity, and the identity of the student and, in practice, must try to develop coherent attitudes and virtues in regard to such practice is an essential requirement of my profession, unless I am to become an empty mouther of words. It serves no purpose, except to irritate and demoralize the student, for me to talk of democracy and freedom and at the same time act with the arrogance of a know-all (p. 61).
AN IDEOLOGICAL COMMITMENT
TO HUMANITY
Pedagogy
Educational practice itself as an experience in humanization, must be impregnated with this ideal. One of the characteristics of our human existential experience compared to other form of life in our planet is our ability to comprehend the world upon which and in which we act (p. 104).
AN IDEOLOGICAL COMMITMENT
TO HUMANITY
Transformation of the self, schools, and society to achieve social justice, critical thinking and equal opportunity for everyone
OTHER THOUGHTS?
Feel free! Terrie Are we including a reference page?
REFERENCES
Dunbar, C. (2001). Alternative schooling for African American youth: Does anyone know were here? New York: Peter Lang Publishing. Friere, P. (2001). Pedagogy of freedom: Ethics, democracy, and civic courage. Lanham, MD: Rowman & Littlefield Publishers. Howard, G. R. (1993). Whites in multicultural education. Multicultural Education, 75(1), 36-41. Retrieved February 2, 2010, from Academic OneFile database. Landsman, J. (2009). A white teacher talks about race (Classroom edition). Lanham, MD: Rowman & Littlefield Education. McIntyre, A. (1997). Constructing an image of a white teacher. Teachers College Record, 98(4), 653-681. Obidah, J. E. (2000). Mediating boundaries of race, class, and professorial authority as a critical multiculturalist. Teachers College Record, 102(6), 1035-1060. Smith, D. & Cucinelli, G. (Producers). (2008). Why critical pedagogy? [Online video]. Retrieved from The Paulo and Nita Freire International Project for Critical Pedagogy, at http://freireproject.org/content/criticalpedagogy-tv Smith, M. K. (1997, 2002). Paulo Freire and informal education. The encyclopaedia of informal education. Retrieved from http:// www.infed.org/thinkers/et-freir
REFERENCES (CONTD)