Class notes 8 Nov 2004
Letters to Christina 13 and 14, Chapter 2 of
Pedagogy of Freedom
EDCI
6306
11-8-2004
Betsy: Letters to Christina Letters 13 and 14
- he separates first 12 letters from the others: first 12 were experiences as a child, adolescent, and young man
- Goes into everything in Letter 14
- key issue: relationship between democracy and education
tone of letter changes
- less anecdotal
- rages against democracy that is purely political or economic
- like a Hierarchy of Needs for democracy
-- right to live is 1
-- right to live comfortably next
-- then other things: speak, criticize, read,
Democracy cannot exist with discrimination
- major points about what tolerance is and isn't
- Freire is looking for respect that goes with tolerance: not just a neutral/uncaring "acceptanace"
goes into Freedom of the Press
tension between freedom and authority
- permissiveness and authority are both impediments to freedom
- authority = invention of freedom so that freedom may continue to be
Role of progressive educator
- fight against authoritarianism
- our journey to be humanized is our journey of self-actualization
-- being free is the start of that journey, not the end/goal
Future
- future is not a given fact but a face in progress
- railing against predestination
- "...in the concrete, dynamic and contradictory present that the battle is waged from which the future emerges
encourage demonstration
Pedagogy of Freedom Chapter 2 by Garrett
- no teaching without learning
- analogy to cooking: people come in with limited knowledge
- p. 30: learning is not a process of transferring, it is a process of creating
Freire talks not just about the student, but also the teacher
have to build a picture in your mind when you read
is privatization an anglo-American response to the browning of American education?
in a critical environment: people must be willing to be humble and learn / re-learn
Next week readings:
- Christina Letters 9, 10, 15 and 16
- Oppressed: Ch 1 and 2
- Freedom: Ch 2
11-8-2004
Betsy: Letters to Christina Letters 13 and 14
- he separates first 12 letters from the others: first 12 were experiences as a child, adolescent, and young man
- Goes into everything in Letter 14
- key issue: relationship between democracy and education
tone of letter changes
- less anecdotal
- rages against democracy that is purely political or economic
- like a Hierarchy of Needs for democracy
-- right to live is 1
-- right to live comfortably next
-- then other things: speak, criticize, read,
Democracy cannot exist with discrimination
- major points about what tolerance is and isn't
- Freire is looking for respect that goes with tolerance: not just a neutral/uncaring "acceptanace"
goes into Freedom of the Press
tension between freedom and authority
- permissiveness and authority are both impediments to freedom
- authority = invention of freedom so that freedom may continue to be
Role of progressive educator
- fight against authoritarianism
- our journey to be humanized is our journey of self-actualization
-- being free is the start of that journey, not the end/goal
Future
- future is not a given fact but a face in progress
- railing against predestination
- "...in the concrete, dynamic and contradictory present that the battle is waged from which the future emerges
encourage demonstration
Pedagogy of Freedom Chapter 2 by Garrett
- no teaching without learning
- analogy to cooking: people come in with limited knowledge
- p. 30: learning is not a process of transferring, it is a process of creating
Freire talks not just about the student, but also the teacher
have to build a picture in your mind when you read
is privatization an anglo-American response to the browning of American education?
in a critical environment: people must be willing to be humble and learn / re-learn
Next week readings:
- Christina Letters 9, 10, 15 and 16
- Oppressed: Ch 1 and 2
- Freedom: Ch 2
Posted: Mon - November 8, 2004 at 08:16 PM
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Total entries in this category: 9
Published On: Nov 08, 2004 08:16 PM
Total entries in this category: 9
Published On: Nov 08, 2004 08:16 PM
