Paulo freire and adult education

Paulo Freire & Adult Education
Tsai, Hsin-Ling vs. Lu, Wei
2010/ 10/21 CIED

Outline
Paulo Freire
Ideology
Resources of Hope
Love
Education
Praxis
Authority and Freedom
Criticisms

Who is Paulo Freire
1921.9.19 - 1997.5.2
Brazilian educator, philosopher
Influential theorist of critical pedagogy
Bring literacy to Third World countries
Lawyer, language teacher, adult educator and workers’ trainer, Director of the Department of Cultural Extension of the University, and special educational advisor to the World Congress of Churches

Ideology
Education as the Practice of Freedom (1967,1974)
liberating education
mutually created dialogue
Pedagogy of the Oppressed (1970)
the oppressed becomes liberated and begins to question every aspect of society.
He argued for system of education that emphasizes learning as an act of culture and freedom.
Critical Consciousness (Conscientization)
a process by which the learner advances towards critical consciousness

Pedagogy of Hope(1994)
Relive and excavate the process and journeys
Hopeand hopelessness. Concrete entity
Revolution activities, repudiates evolutionary economic determinist theory
History is the time and space of possibility
Hope about the possibilities to take chances and improve their lives
literacy = critical consciousness = revolution
Interests of capitalism and
Economic conditions in processes of social change

Love
Love, core of educational process
Love, driving progressive
The essence of dialogue
Authentic Revolutionaries.
愛
love
renmen
imħabba
사랑
Liebe
αγάπη
الحب
l'amour

Education in Its Broadest Context
Educators should engage with the system and be tactically inside and strategically outside the system.
Freire touches on the role of social movements as important vehicles for social change.
Freire insisted that education should not be romanticized and that teachers ought to engage in a much larger public sphere.

Praxis
Freire regarded praxis as a central concept in question.
Praxis constitutes the means of gaining critical distance from one’s world of action to engage in reflection geared toward transformative action.

Authority and Freedom
Authority is necessary to the freedom of the students and my own. The teacher is absolutely necessary. What is bad, what is not necessary, is authoritarianism, but not authority.
The educator’s directivity should not interfere with the creative, formulative, investigative capacity of the educand.

Some criticisms
His talking books broach many subjects but not always in the depth required.
Freire overemphasized on popular culture.
He produced one book too many, and there is quite a lot of repetition across these books.

Quotes of Paulo Freire
"Education either functions as an instrument which is used to facilitate integration of the younger generation into the logic of the present system and bring about conformity or it becomes the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world." — Paulo Freire (Pedagogy of the Oppressed)
"It is not the unloved who initiate disaffection, but those who cannot love because they love only themselves. It is not the helpless, subject to terror, who initiate terror, but the violent, who with their power create the concrete situation which begets the 'rejects of life.' It is not the tyrannized who initiate despotism, but the tyrants. It is not those whose humanity is denied them who negate humankind, but those who denied that humanity (thus negating their own as well). Force is used not by those who have become weak under the preponderance of the strong, but by the strong who have emasculated them." — Paulo Freire (Pedagogy of the Oppressed)

The End

Paulo freire and adult education

by HsinLingTsai on Nov 23, 2010

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