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Tim Herrick, Education as the practice of freedom: Paulo Freire and inquiry-based learning: CILASS Third Mondays Research Seminar - Tim Herrick - 27 April 2009
 

Tim Herrick, Education as the practice of freedom: Paulo Freire and inquiry-based learning: CILASS Third Mondays Research Seminar - Tim Herrick - 27 April 2009

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Presentation given by Dr Tim Herrick (CILASS Fellow and Combined Studies Programme Co-ordinator, The Institute for Lifelong Learning, School of Education, University of Sheffield) at the CILASS Third ...

Presentation given by Dr Tim Herrick (CILASS Fellow and Combined Studies Programme Co-ordinator, The Institute for Lifelong Learning, School of Education, University of Sheffield) at the CILASS Third Mondays research seminar series in April 2009.

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    Tim Herrick, Education as the practice of freedom: Paulo Freire and inquiry-based learning: CILASS Third Mondays Research Seminar - Tim Herrick - 27 April 2009 Tim Herrick, Education as the practice of freedom: Paulo Freire and inquiry-based learning: CILASS Third Mondays Research Seminar - Tim Herrick - 27 April 2009 Presentation Transcript

    • Tim Herrick t.herrick@shef.ac.uk
    • Introduction 1. Freire’s thought 2. Freire and inquiry 3. What can Freire 4. offer us today? Photo by Marcin Wichary 2
    • This is a conversation, not a lecture I’m bringing experience, not expertise You’re bringing experience, ideas, and Photo by mwboeckmann power 3
    • One question to keep in mind: Photo by Worry Worts When you learn and teach, what power do you exercise, Worts and for what ends? One question to respond to immediately: Here and now, in this room, what power do you have? 4
    • Paulo Freire: 1921-1997 Published in Portuguese, 1968; in Spanish and English, 1970 5
    • “This pedagogy makes oppression and its causes objects of reflection by the oppressed, and from that reflection will come their necessary engagement in the struggle for their liberation. And in the struggle this pedagogy will be made and remade.” 6
    • Photo by Ken Wilcox. “Instead of communicating, the teacher issues communiqués and makes deposits which the students patiently receive, memorize, and repeat.” “Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other” 7
    • “Authentic education is not carried on by ‘A’ for ‘B’ or by ‘A’ about ‘B’, but rather by ‘A’ with ‘B’, mediated by the world – a world which impresses and challenges both parties, giving rise to views or opinions about it. These views, impregnated with anxieties, doubts, hopes, or hopelessness, imply significant themes on the basis of which the program content of education can be built.” 8
    • “Every educational practice implies a concept of man and the world” “Man”: subject and object of history “Conscientization”: the process of developing self-awareness 9
    • “In the area of socioeconomic structures, a critical perception of the fabric, while indispensable, is not sufficient to change the data of the problem, any more than it is enough for the worker to have in mind the idea of the object to be produced: that object Photo by Balakov has to be made.” 10
    • An ethical and political commitment to change “Humanization [is the] ontological vocation of human being” Photo by Dunechaser 11
    • Influence of liberation theology “Human beings are because they are in a situation. And they will be more the more they not only critically reflect upon their existence but critically act upon it.” Photo unknown, caption by pauly464 12
    • Photo by Worry Worts Is everything 1. clear this far? How does it 2. relate to what you achieve in your teaching or learning, or what you aspire to achieve? 13
    • New structures for learning and teaching The Reinvention Centre for Undergraduate Research Radically democratising “the process of knowledge production at the level of society” 14
    • “That the qualities of creativity, innovation and planning have been captured by the business-led aspects of the teaching agenda denies the extent to which these qualities are capable of much wider application.” 15
    • What about the giant “The educational lizard people? practice of a progressive option will never be anything but an adventure in unveiling. It will always be an experiment in bringing out the truth” 16
    • “I have never said, as it is sometimes suggested or said that I have said, that we ought to flutter spellbound around the knowledge of the educands like moths around a lamp bulb. Starting with the “knowledge of experience had” in order to get beyond it is not staying in that knowledge.” What experiences have our students had? 17
    • “helping the masses articulate what they’ve known all along” Could they? Should they? What does this mean for the academy? 18
    • “This kind of educational practice is a kind of historico- cultural, political psychoanalysis” Erich Fromm (1900-1980) to Paulo Freire, California, 1968 How much individual change is required for social revolution? 19
    • Photo by Worry Worts Everyone still 1. with us? What might 2. your responses be to any of the questions raised? 20
    • To understand his work Another photo by Dunechaser is to develop it – but how far can we go? New forms of struggle Dunechaser against oppression Transformative practice A collectivist alternative to individualising, marketising tendencies of current higher education policy 21
    • “The democratization of the school is not a sheer epiphenomenon, the mechanical result of the transformation of society across the board, but is itself a factor for change, as well” “Education as the practice of freedom – as opposed to education as the practice of domination – denies that man is abstract, isolated, independent, and unattached to the world; it also denies that the world exists as a reality apart from other people” 22
    • Dunechaser really is quite good To the barricades? 23