Class Notes 11 Oct 2004
Notes on dialogue as discussed in Politics of
Education
EPSY
6301
11 October 2004
- what are the key terms?
- major emphases for these pages?
- why are these relevant to me, either now or in terms of what you plan to do?
Politics of Education pp. 54-59: Dialogue as Methodology
vocab words
- subject
- object
- dichotomy
- denunciation: comes first, identification of the problem/situation
- annunciation: identify the solution which will transform the situation
- praxis: action, connection between theory and practice (unity of praxis)
-- reflection and action
- problemitizing: defining situation in context (problematic)
- director of societies:
- utopian world:
- socratic intellectualism
-- Socretes saw knowledge of value for its own intrinsic state, not linked to action like Freire's ideal of praxis
- historical commitment
- salvation
- domesticate
- marginal societies
- conscientization
-- Friere stopped using this word in the 1970s, started using phrase critical consciousness instead
major emphases
- be a practical utopian
- person who promotes memorization (banking model) is not dialogical
- dialogical approach = knowing and learning together with students
- we dialog as a response to our epistemological curiosity
- teach literacy by working with what the learners know and relate to, there is not a single method, interaction is key as is transformation of the learner from object to subject, to "educator-learners / learner-educators"
- his ideas are practical and can be implemented, not utopian in the sense of being undoable
- critiques paternalistic view of "third world" nations
- people in the slums/poor areas do not universally choose to be there, the unjust economic order / people displaced by life are often placed there against their will
why relevant?
- dialog is the centerpiece of his entire philosophy
- must respect those involved in the dialog, not impose a solution, let the process of dialog lead to it
- even if we don't have students from slums, these ideas and this pedagogy is still needed / applicable
Letters to Christina: Letter 6
- 4 main themes
-- change
-- education
-- language
-- liberation
sometimes if you can convince people that they do understand the rules but they just haven't memorized them, that can be effective
- like in grammar
all over the world, parents seem to natually want their children to learn the way they learned
- importance of traditionalism and conformity to tradition
the process of learning to think happens gradually, not as single eureka moments
A Teacher's Indispensable Qualities
- Teachers as Cultural Workers: Letters to Those Who Dare To Teach Chapter 4
demonstrate...
- humility: by acknowledging our limitations (like of our knowledge), by listening to others,
- common sense: insecure security, auxillary of humility
- lovingness: annunciation and denunciation, ready to fight for justice
- courage: overcoming fears, educate your fears to become courage
- tolerance: not relativistic, not hypocrisy, requires discipline, respect and ethics
- decisiveness: in making decisions confidently, but not disregarding the dialogical process
- personal security: build knowledge to support beliefs and actions (decisions too)
- patience: living in balance / in permanent tension between patience and impatience, between permissiveness and blind activisim
- verbal parismony: don't lost control over words without being resigned to them
--
- joy of living
-- giving life fully to life over death
Next Monday night is resarch night
- in 2 weeks bring this info
READING for next time:
- Oppressed: 35-69 (preface and chapter 1)
- Christina: Letters 7 & 16
11 October 2004
- what are the key terms?
- major emphases for these pages?
- why are these relevant to me, either now or in terms of what you plan to do?
Politics of Education pp. 54-59: Dialogue as Methodology
vocab words
- subject
- object
- dichotomy
- denunciation: comes first, identification of the problem/situation
- annunciation: identify the solution which will transform the situation
- praxis: action, connection between theory and practice (unity of praxis)
-- reflection and action
- problemitizing: defining situation in context (problematic)
- director of societies:
- utopian world:
- socratic intellectualism
-- Socretes saw knowledge of value for its own intrinsic state, not linked to action like Freire's ideal of praxis
- historical commitment
- salvation
- domesticate
- marginal societies
- conscientization
-- Friere stopped using this word in the 1970s, started using phrase critical consciousness instead
major emphases
- be a practical utopian
- person who promotes memorization (banking model) is not dialogical
- dialogical approach = knowing and learning together with students
- we dialog as a response to our epistemological curiosity
- teach literacy by working with what the learners know and relate to, there is not a single method, interaction is key as is transformation of the learner from object to subject, to "educator-learners / learner-educators"
- his ideas are practical and can be implemented, not utopian in the sense of being undoable
- critiques paternalistic view of "third world" nations
- people in the slums/poor areas do not universally choose to be there, the unjust economic order / people displaced by life are often placed there against their will
why relevant?
- dialog is the centerpiece of his entire philosophy
- must respect those involved in the dialog, not impose a solution, let the process of dialog lead to it
- even if we don't have students from slums, these ideas and this pedagogy is still needed / applicable
Letters to Christina: Letter 6
- 4 main themes
-- change
-- education
-- language
-- liberation
sometimes if you can convince people that they do understand the rules but they just haven't memorized them, that can be effective
- like in grammar
all over the world, parents seem to natually want their children to learn the way they learned
- importance of traditionalism and conformity to tradition
the process of learning to think happens gradually, not as single eureka moments
A Teacher's Indispensable Qualities
- Teachers as Cultural Workers: Letters to Those Who Dare To Teach Chapter 4
demonstrate...
- humility: by acknowledging our limitations (like of our knowledge), by listening to others,
- common sense: insecure security, auxillary of humility
- lovingness: annunciation and denunciation, ready to fight for justice
- courage: overcoming fears, educate your fears to become courage
- tolerance: not relativistic, not hypocrisy, requires discipline, respect and ethics
- decisiveness: in making decisions confidently, but not disregarding the dialogical process
- personal security: build knowledge to support beliefs and actions (decisions too)
- patience: living in balance / in permanent tension between patience and impatience, between permissiveness and blind activisim
- verbal parismony: don't lost control over words without being resigned to them
--
- joy of living
-- giving life fully to life over death
Next Monday night is resarch night
- in 2 weeks bring this info
READING for next time:
- Oppressed: 35-69 (preface and chapter 1)
- Christina: Letters 7 & 16
Posted: Mon - October 11, 2004 at 10:06 PM
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Published On: Oct 11, 2004 10:06 PM
Total entries in this category: 6
Published On: Oct 11, 2004 10:06 PM
