Wednesday, February 26, 2014

Pedagogy of the Oppressed By Paulo Freire

Reading Response By Pashew Majeed
Twitter @pashewmajeed

“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” (Freire, 2000, p.34). Freire begins his chapter four by quoting from Lenin remarking “Without a revolutionary theory there can be no revolutionary movement” (2000, p.125), and here I can begin by saying that the Pedagogy of The Oppressed is a revolutionary book in its entirety. A revolution of praxis, of practice and theory altogether, of reflection and action, for one alone can never complete the full dimension of a liberating revolution. In his approach of emancipatory education, he develops the idea that education can be an act of liberation and freedom, which it suggests that the present education is not, but rather an act of domination and repression. It can clearly be seen in the above quote by him in which he says that the present logic, the present way of living and life is the one that represses, oppresses and dominates, and inwardly this practice is repeatedly in action that there would be no hope for the oppressed get liberated and be free, if they do not try to wake up their consciousness and be critical of the situation in which they are put in. This action is a process called education which it should function that way, for education is and should be the practice of freedom not the practice of repression, of liberation not oppression and of transformation not an act of marginalization and domination. For Freire this is an approach named Problem-posing Education while the former which would its antonym is Banking Education.

Read the rest in The Kurdistan Tribune website. The link

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