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Pedagogy of the oppressed / Paulo Freire ; translated by Myra Bergman Ramos.

By: Freire, Paulo, 1921-1997.
Material type: TextTextPublisher: New York : Continuum, 1993Edition: New rev. 20th-Anniversary ed.Description: 164 pages ; 23 cm.Content type: text Media type: unmediated Carrier type: volumeISBN: 0826406114; 9780826406118.Subject(s): Freire, Paulo, 1921-1997 | Freire, Paulo, 1921- | Education -- Philosophy | Popular education -- Philosophy | Critical pedagogy | Education | PhilosophyAdditional physical formats: Online version:: Pedagogy of the oppressed.DDC classification: 370.11/5 LOC classification: LB880.F73 | P4313 1993Other classification: 5,3 | D 3200 | BU 8700 | DD 6455
Contents:
Foreword / Richard Shaull -- The justification for a pedagogy of the oppressed; the contradiction between the oppressors and the oppressed, and how it is overcome; oppression and the oppressors; oppression and the oppressed; liberation: not a gift, not a self-achievement, but a mutual process. -- The "banking" concept of education as an instrument of oppression -- its presuppositions -- a critique; the problem-posing concept of education as an instrument for liberation -- its presuppositions; the "banking" concept and the teacher-student contradiction; the problem-posing concept and the supersedence of the teacher-student contradiction; education: a mutual process, world-mediated; people as uncompleted beings, conscious of their incompletion, and their attempt to be more fully human. -- Dialogics -- the essence of education as the practice of freedom; dialogics and dialogue; dialogue and the search for program content; the human-world relationship, "generative themes," and the program content of education as the practice of freedom; the investigation of "generative themes" and its methodology; the awakening of critical consciousness through the investigation of "generative themes"; the various stages of the investigation. -- Antidialogics and dialogics as matrices of opposing theories of cultural action: the former as an instrument of oppression and the latter as an instrument of liberation; the theory of antidialogical action and its characteristics: conquest, divide and rule, manipulation, and cultural invasion; the theory of dialogical action and its characteristics: cooperation, unity, organization, and cultural synthesis.
Summary: This text argues that the ignorance and lethargy of the poor are the direct result of the whole economic, social and political domination. The book suggests that in some countries the oppressors use the system to maintain a 'culture of silence'. Through the right kind of education, the book suggests, avoiding authoritarian teacher-pupil models and based on the actual experiences of students and on continual shared investigation, every human being, no matter how impoverished or illiterate, can develop a new awareness of self, and the right to be heard.
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Item type Current location Call number Status Date due Barcode Item holds
Book Book *Schaff Library
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LB 880 .F73 P4313 1993 (Browse shelf) Available 30092101134469
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Browsing *Schaff Library Shelves , Shelving location: Stacks Close shelf browser
LB 775 .P49 F8 Piaget for teachers LB 775 .W4642 B78 1982 Whitehead, process philosophy, and education / LB 880 .F73 L43 1989 Learning to question : a pedagogy of liberation / LB 880 .F73 P4313 1993 Pedagogy of the oppressed / LB 880 .F73 P4313 2018 Pedagogy of the oppressed / LB 880 .F7313 1970 Pedagogy of the oppressed / LB 880 .F7313 1983 Pedagogy of the oppressed /

Translation of: Pedagogia del oprimido.

Includes bibliographical references.

Foreword / Richard Shaull -- Ch. 1. The justification for a pedagogy of the oppressed; the contradiction between the oppressors and the oppressed, and how it is overcome; oppression and the oppressors; oppression and the oppressed; liberation: not a gift, not a self-achievement, but a mutual process. -- Ch. 2. The "banking" concept of education as an instrument of oppression -- its presuppositions -- a critique; the problem-posing concept of education as an instrument for liberation -- its presuppositions; the "banking" concept and the teacher-student contradiction; the problem-posing concept and the supersedence of the teacher-student contradiction; education: a mutual process, world-mediated; people as uncompleted beings, conscious of their incompletion, and their attempt to be more fully human. -- Ch. 3. Dialogics -- the essence of education as the practice of freedom; dialogics and dialogue; dialogue and the search for program content; the human-world relationship, "generative themes," and the program content of education as the practice of freedom; the investigation of "generative themes" and its methodology; the awakening of critical consciousness through the investigation of "generative themes"; the various stages of the investigation. -- Ch. 4. Antidialogics and dialogics as matrices of opposing theories of cultural action: the former as an instrument of oppression and the latter as an instrument of liberation; the theory of antidialogical action and its characteristics: conquest, divide and rule, manipulation, and cultural invasion; the theory of dialogical action and its characteristics: cooperation, unity, organization, and cultural synthesis.

This text argues that the ignorance and lethargy of the poor are the direct result of the whole economic, social and political domination. The book suggests that in some countries the oppressors use the system to maintain a 'culture of silence'. Through the right kind of education, the book suggests, avoiding authoritarian teacher-pupil models and based on the actual experiences of students and on continual shared investigation, every human being, no matter how impoverished or illiterate, can develop a new awareness of self, and the right to be heard.

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