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Education for Critical Consciousness (Impacts)

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'Freire combines a compassion for the wretched of the earth with an intellectual and practical confidence and personal humility... Most of all he has a vision of man.' Times Higher Educational Supplement most influential writer and thinker on education in the late twentieth century. His seminal work Pedagogy of the Oppressed has sold almost 1 million copies. revolutionary 'Freire combines a compassion for the wretched of the earth with an intellectual and practical confidence and personal humility... Most of all he has a vision of man.' Times Higher Educational Supplement most influential writer and thinker on education in the late twentieth century. His seminal work Pedagogy of the Oppressed has sold almost 1 million copies. revolutionary method of education. It takes the life situation of the learner as its starting point and the raising of consciousness and the overcoming of obstacles as its goals. For Freire, man's striving for his own humanity requires the changing of structures which dehumanise both the oppressor and the oppressed, rather than therapy.


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'Freire combines a compassion for the wretched of the earth with an intellectual and practical confidence and personal humility... Most of all he has a vision of man.' Times Higher Educational Supplement most influential writer and thinker on education in the late twentieth century. His seminal work Pedagogy of the Oppressed has sold almost 1 million copies. revolutionary 'Freire combines a compassion for the wretched of the earth with an intellectual and practical confidence and personal humility... Most of all he has a vision of man.' Times Higher Educational Supplement most influential writer and thinker on education in the late twentieth century. His seminal work Pedagogy of the Oppressed has sold almost 1 million copies. revolutionary method of education. It takes the life situation of the learner as its starting point and the raising of consciousness and the overcoming of obstacles as its goals. For Freire, man's striving for his own humanity requires the changing of structures which dehumanise both the oppressor and the oppressed, rather than therapy.

30 review for Education for Critical Consciousness (Impacts)

  1. 4 out of 5

    Zach

    This is my second time reading this book in the last year, and the vistas it opens up continue to expand. Freire’s exploration of the problematizing method is layered and thoughtful. This is a brief book, but that’s like saying it doesn’t take very long to see a beautiful sunrise. This book helps layout the approach for overturning the pedagogy of the oppressed and combating the banking model of education (teacher deposits information into students). The solution is put forward in The Pedagogy This is my second time reading this book in the last year, and the vistas it opens up continue to expand. Freire’s exploration of the problematizing method is layered and thoughtful. This is a brief book, but that’s like saying it doesn’t take very long to see a beautiful sunrise. This book helps layout the approach for overturning the pedagogy of the oppressed and combating the banking model of education (teacher deposits information into students). The solution is put forward in The Pedagogy of the Oppressed, but in this book the problem focused model of education is more fully developed. The approach is geared toward the cultural realities in Chile and Brazil, so it must be adapted by the reader in order to apply the education for critical consciousness to the various cultural realities in the United States, but the adaptation is not too hard to envision. The banking model of education is the overemphasis on didactic teaching (lecture) and of course, the glut of standardized testing -- overall, the banking model assigns a passive role to the student. The problem focused model of education can be exhibited in the classroom through inquiry based instruction and genuine seminars. The problem focused model of education allows for education for critical consciousness through the students' dynamic interaction with questions, the open-ended questions of the inquiry process. The dialogue in the seminars between the teacher and the students does NOT consist of the teacher approving of the knowledge the students repeat (after having heard it from the teacher). The dialogue in the seminar consists of the students and the teacher exploring open-ended questions without assumptions of correct answers -- especially on the teacher's part. This allows for the students to discover knowledge/understanding on their own, and in this discovery, a transformation of the world takes place. This transformation expresses the true aim of education (as Freire explains it): the practice of freedom -- in understanding & making meaning of the world. Anything less than the problem focused model of education amounts to the domestication of humans -- the taming of people, taking away the freedom of thought & critical thinking that allows for praxis. As Freire defines it, praxis is the combination of action and reflection, and it's what separates humans from being brute animals. The combination of action & reflection isn't possible for students (and citizens at large) who have been domesticated by the banking model of education -- only conditioned responses to advertising & propaganda are possible. One of the most important aspects of Education for Critical Consciousness that I haven't mentioned is the importance of the teacher understanding, empathizing, and valuing the point of view & cultural background of each student. If teachers don't take the time to do this, then they are essentially performing cultural invasion and are acting in the realm of domestication. What's the biggest reason teachers don't use the problem focused model of education? One reason is the fact that nearly the entire education system (K-16) is rigged towards the banking model of education. Freire nails another reason: many teachers, when faced with knowable objects, "are incapable of taking up a cognitive position. They remain in the realm of 'doxa' beyond which they are the mere repeaters of texts read but not known." Education for Critical Consciousness excels at explicitly showing how an education system can function through oppression & manipulation to create domesticated animals, and it also excels at showing how education can create people who can actually think for themselves.

  2. 4 out of 5

    Giovanna

    Sublime. Cuando un autor escribe de forma tan linda y tan cierta sobre la importancia de la educación es normal que a nosotros, los maestros, se nos pongan los pelos de punta, un brillo especial en los ojos y nos lata un poquito más deprisa el corazón. Sé que corro el riesgo de caer en las cursilerías pero será porque sigo con el "subidón" en el cuerpo. Recomiendo este libro a docentes de todas las etapas educativas. Una lectura necesaria. Gracias Freire por recordarme que la educación es una Sublime. Cuando un autor escribe de forma tan linda y tan cierta sobre la importancia de la educación es normal que a nosotros, los maestros, se nos pongan los pelos de punta, un brillo especial en los ojos y nos lata un poquito más deprisa el corazón. Sé que corro el riesgo de caer en las cursilerías pero será porque sigo con el "subidón" en el cuerpo. Recomiendo este libro a docentes de todas las etapas educativas. Una lectura necesaria. Gracias Freire por recordarme que la educación es una fuerza de transformación del mundo y que hemos de seguir trabajando para cambiar los sistemas obsoletos hacia una práctica de la libertad.

  3. 5 out of 5

    Julia Leporace

    "Knowing, whatever its level, is not the act by which a Subject transformed into an object docilely and passively accepts the contents others give or impose on him or her. Knowledge, on the contrary, necessitates the curious presence of Subjects confronted with the world. It requires their transforming action on reality. It demands a constant searching. It implies invention and re-invention. It claims from each person a critical reflection on the very act of knowing. It must be a reflection "Knowing, whatever its level, is not the act by which a Subject transformed into an object docilely and passively accepts the contents others give or impose on him or her. Knowledge, on the contrary, necessitates the curious presence of Subjects confronted with the world. It requires their transforming action on reality. It demands a constant searching. It implies invention and re-invention. It claims from each person a critical reflection on the very act of knowing. It must be a reflection which recognizes the knowing process, and in this recognition becomes aware of the "raison d'être" behind the knowing and the conditioning to which that process is subject."

  4. 5 out of 5

    Michelle

    Note to self: Re-Read this book.

  5. 4 out of 5

    Sophia

    Uma lição de humildade e conscientização. E mais: uma fonte de força e resistência política nesses tempos sombrios.

  6. 5 out of 5

    Maria Alejandra

    De manera detallada y a partir de su experiencia, Freire describe el proceso de alfabetización de hombres y mujeres brasileñas como una manera de hacerlas conscientes de su importante rol en el desarrollo de la cultura y sobre su propia capacidad de reflexionar. La educación es vista entonces como una manera de generar seres autónomos

  7. 4 out of 5

    Gabriela Hoffmeister

    Capítulo 1 - reflexão muito relevante sobre o processo de conscientização e o processo de alfabetização Capítulo 4 - abordagem prática

  8. 4 out of 5

    Nam Do

    Very good philosophical + sociological observations of authoritarian societies and of democratic education, yet the simplistic view of the world (black or white only) and the overuse of jargons and unfamiliar terms (which ironically tells how aloof an educator Paulo is) gave the book some setbacks. Overall its pretty damn good.

  9. 4 out of 5

    Bill DeGenaro

    Thin volume that covers material more fully fleshed out in Pedagogy of the Oppressed, but with added emphasis on the gradual and incremental move from "massification" to "education."

  10. 5 out of 5

    Sherwin

    A revolutionary brief text for teachers who wish to learn the way of understanding, instead of what is understood.It effected my style of teaching.

  11. 4 out of 5

    Helen Perks

    My favourite Freire so far. More practical. Very inspiring.

  12. 4 out of 5

    Georg Ivanov

    Brazilian society in the mid of 60's was permeated by analfabetism and it was the major force that prevented poor people to take part in the political scene. Freire's work on education was not only a goodwill service for society. It was a truly revolutionary idea, and the military coup was a counter-revolution to stop the transformation that Goulart's government was commited to. Good to understand why president Bolsinaro is against preserving Freire's memory. Recommend it. A sociedade brasileira Brazilian society in the mid of 60's was permeated by analfabetism and it was the major force that prevented poor people to take part in the political scene. Freire's work on education was not only a goodwill service for society. It was a truly revolutionary idea, and the military coup was a counter-revolution to stop the transformation that Goulart's government was commited to. Good to understand why president Bolsinaro is against preserving Freire's memory. Recommend it. A sociedade brasileira nos meados dos anos 60 era permeada pelo analfabetismo e ele era a principal força que previnia os pobres de tomarem parte na política. O trabalho de Freire na educação não era simplesmente um serviço de boa vontade para a sociedade. Era uma verdadeira ideia revolucionária e o golpe militar foi uma contra-revolução para frear a transformação que o governo de Goulart estava comprometido a fazer. Bom para entender o porquê do presidente Bolsonaro ser contra a preservação da memória de Freire. Recomendo.

  13. 5 out of 5

    Lucía Cherri

    "Sólo así nos parece válido el trabajo de alfabetización, comprender la palabra en su justo significado: como una fuerza de transformación del mundo. Sólo así la alfabetización tiene sentido. En la medida en que el hombre, antes analfabeto, descubre la relatividad de la ignorancia y de la sabiduría, se libera uno de los mecanismos usados por las falsas élites para manejarlo." Leer por voluntad propia para ampliar mi conocimiento sobre diferentes teorías educativas, esto está generando la(s) "Sólo así nos parece válido el trabajo de alfabetización, comprender la palabra en su justo significado: como una fuerza de transformación del mundo. Sólo así la alfabetización tiene sentido. En la medida en que el hombre, antes analfabeto, descubre la relatividad de la ignorancia y de la sabiduría, se libera uno de los mecanismos usados por las falsas élites para manejarlo." Leer por voluntad propia para ampliar mi conocimiento sobre diferentes teorías educativas, esto está generando la(s) carrera(s) que estoy estudiando.

  14. 5 out of 5

    Angie

    La única razón por la que lo leí es porque tuve que hacerlo para una clase, ya que no es el tipo de libro que me gusta. Y a pesar de que lo leí a las apuradas me gustó y hubo partes que me parecieron muy interesantes. Seguramente en un futuro, cuando tenga más tiempo libre, lo vuelva a leer más detenidamente.

  15. 5 out of 5

    sam howie

    Although quite specific on subject matter, that of teaching illiterate adults in South America, Freire is such an incredible humanist with ideas that are fundamental and transcend to education as a whole.

  16. 4 out of 5

    Brett Morrow

    This is an amazing and inspiring book for any educator that has felt that the current/historical way of teaching leads to the continual submission to authority instead of the liberation on the individual.

  17. 5 out of 5

    José Mora

    Quizás el libro más "sociológico" de Paulo Freire, pues brinda la pertinencia y bases sociológicas de su método de alfabetización, que bien pudiera ser un método de concientización de la posición del ser humano como agente creador de cultura.

  18. 5 out of 5

    Maddie

    Studied this in "Teaching English to Speakers of Other Languages" (TESOL). Freire was a brilliant, compassionate scholar with a shrewd eye for the underlying oppressions in our society's education. An oasis of theory for educators, linguists, librarians and the like.

  19. 4 out of 5

    Nick

    This book on "critical pedagogy" opened up a whole new world to me. Next up is Friere's classic in the field: Pedagogy of the Oppressed.

  20. 5 out of 5

    Elías Fernández

    Un manifiesto imprescindible sobre cómo la educación despierta y saca del rol pasivo a las personas cuando es aplicada en una relación dialógica y horizontal.

  21. 4 out of 5

    SoulScream

    A great read for anyone who is connected with the educational system in one way or another. Anyone who claims to be an educator should read this.

  22. 4 out of 5

    Carolina

    A must to read for any educator

  23. 4 out of 5

    Javier Jiménez

    Paulo Freire fue un grandísimo educador y en este libro comparte las técnicas que utilizó en el Brasil de los 60's para apoyar a cierta población analfabeta. Al inicio (y prácticamente hasta la mitad del libro) se plantea un poco el marco histórico en dónde se dibuja a grandes rasgos la situación de Brasil por ese entonces. Son interesantes sus reflexiones en esta parte, aunque por momentos llega a ser muy repetitivo. Me quedo con sus ideas revolucionarias (en esa época) de que el educador no es Paulo Freire fue un grandísimo educador y en este libro comparte las técnicas que utilizó en el Brasil de los 60's para apoyar a cierta población analfabeta. Al inicio (y prácticamente hasta la mitad del libro) se plantea un poco el marco histórico en dónde se dibuja a grandes rasgos la situación de Brasil por ese entonces. Son interesantes sus reflexiones en esta parte, aunque por momentos llega a ser muy repetitivo. Me quedo con sus ideas revolucionarias (en esa época) de que el educador no es el que sabe todo ni el que debe de estar siempre por encima del educando, ya que cuando esto ocurre el educando está siendo domésticado, tomando el papel de un objeto y no de sujeto. Partes de estas ideas me recordaron el libro El hombre mediocre. Es una lástima que la educación en las escuelas, por lo menos en México, siga igual de estancada con sus sistemas de memorización y sumisión a la verbosidad que manejan los "maestros". Sé que hay excepciones a lo anterior, pero ojala fuera al revés. Después viene el detalle de la técnica utilizada para concientizar a los iletrados y posteriormente trabajar con ellos para que descubran la escritura y la lectura. Para este proceso Freire demuestra que se toma con mucha seriedad su trabajo, que lo disfruta y que le apasiona. Y lo hace de una manera sobresaliente, magnífica. Con una gran dosis de ingenio y responsabilidad Freire no hace que las personas aprendan a leer y escribir solamente, sino que también hace que se den cuenta que son hombres que viven con el mundo y no en el mundo. Aunque en realidad él no es quien hace que las personas lo aprendan, ellas (en conjunto con los educadores) lo descubren y es ahí cuando aparece el verdadero conocimiento, ya que lo hacen propio. Muy recomendable para todos aquellos interesados en la educación.

  24. 5 out of 5

    Alex Houseknecht

    In this book, Friere continues to build on his theories of education. He begins by looking at a society in transition, and spends some time differentiating between radicalism and sectarianism. The radical submits his or her actions to reflection, while the sectarian is largely uncritical and concerned more with pushing ideology. The radical necessarily engages in dialogue, as it is necessary to continually refine theory with experience, while the sectarian utilizes propaganda as a way to massify In this book, Friere continues to build on his theories of education. He begins by looking at a society in transition, and spends some time differentiating between radicalism and sectarianism. The radical submits his or her actions to reflection, while the sectarian is largely uncritical and concerned more with pushing ideology. The radical necessarily engages in dialogue, as it is necessary to continually refine theory with experience, while the sectarian utilizes propaganda as a way to massify change. Friere argues that in order for an individual to be truly educated, he/she must understand the context in which they are situated. In this sense, an individual cannot be passively injected with knowledge, as this process denies the capacity of an individual to investigate the multifaceted aspects of life. The educator must recognize a shared humanity and struggle with the educatee to develop critical consciousness. Also included in this text is a set of illustrated ‘situations’ which can be used as teaching tools for literacy and consciousness raising. Each illustration has an accompanying description that gives a kind of mock scenario in which the individual is situated, as a way to gain insight into the social and cultural context. The book ends with Extension or Communication, an essay in which Friere argues the importance of semantics in education. Building on the rest of the text, he argues that extension is inherently dehumanizing, because it serves as a mode of passing on knowledge in which the educator is the expert and the student is simply an empty vessel to be filled. Communication, on the other hand, is an encounter with the other, in which the person’s humanity is fully recognized. There is a shared search for significance.

  25. 5 out of 5

    TC

    The Introduction to Education for Critical Consciousness starts right out with a little something about Freire's dialectical ability to move beyond his own superceded, potentially naive work without totally denigrating it, and I believe that is just about the best descriptor I can gather for this aggregation of two of his earlier essays. The first, Education as the Practice of Freedom, gives a broad exposition of the social dynamics in which Freire's own work was embedded - of Brazil's historical The Introduction to Education for Critical Consciousness starts right out with a little something about Freire's dialectical ability to move beyond his own superceded, potentially naive work without totally denigrating it, and I believe that is just about the best descriptor I can gather for this aggregation of two of his earlier essays. The first, Education as the Practice of Freedom, gives a broad exposition of the social dynamics in which Freire's own work was embedded - of Brazil's historical superimposition of European strucures and the requisite massification - before diving into the particulars of his own methodology with the initially "semi-intransitively conscious" peasants of early-mid-60's Brazil. The second, Extension or Communication, while spending much energy in a Jared Diamond-esque chewing of the theoretical cud on the inherent difference between coercive, propagandistic, purely technocratic rural extension, and an education that enables both educator-educatee and educatee-educator Subjects to examine the social relations that result in the latter's own cultural milieu, does serve as the core of his thinking, and can be seen very much as the precursor to Pedagogy of the Oppressed, as well as being embodied in all subsequent Participary approaches to the project cycle, in development parlance. Basically, education with, not for. All development is modernization, but all modernization is not development. Dialogue, not "communiques." Solidarity, not charity. Point taken.

  26. 4 out of 5

    Victor Diaz Magallon

    Leí este libro por encargo de trabajo. Sabía a grandes rasgos las lineas en que trabajaba este autor, por lo que no me pareció una obra pesada, aunque si lo es teóricamente. Encontré varias líneas filosóficas con las epistemológias de la deconolización, por lo que desde en un principio me enganché con el libro. Es una obra que fue combativa en su tiempo y aún con vigencia. A mi juicio debe de ser lectura básica para los aspirantes a normalistas de toda Latinoamérica. RECOMENDABLE SI... - Tú sueño Leí este libro por encargo de trabajo. Sabía a grandes rasgos las lineas en que trabajaba este autor, por lo que no me pareció una obra pesada, aunque si lo es teóricamente. Encontré varias líneas filosóficas con las epistemológias de la deconolización, por lo que desde en un principio me enganché con el libro. Es una obra que fue combativa en su tiempo y aún con vigencia. A mi juicio debe de ser lectura básica para los aspirantes a normalistas de toda Latinoamérica. RECOMENDABLE SI... - Tú sueño en la vida es ser maestro y no del montón.

  27. 5 out of 5

    Fernando Endara

    Clásico, los conceptos que aporta a la Pedagogía este autor se configuran en una suerte de columna vertebral sobre la que se sostiene el "Pensamiento del Sur". En materia de educación y comunicación, el autor hace hincapié en recuperar el verdadero concepto de comunicación (comunidad-común) en el diálogo entre iguales, en la interacción educandos-educadores, que somos todos en distintos contextos a lo largo de nuestra vida. Esta verdadera comunicación, es aquella que puede llevarnos a la Clásico, los conceptos que aporta a la Pedagogía este autor se configuran en una suerte de columna vertebral sobre la que se sostiene el "Pensamiento del Sur". En materia de educación y comunicación, el autor hace hincapié en recuperar el verdadero concepto de comunicación (comunidad-común) en el diálogo entre iguales, en la interacción educandos-educadores, que somos todos en distintos contextos a lo largo de nuestra vida. Esta verdadera comunicación, es aquella que puede llevarnos a la liberación. Pasar de un paradigma deshumanizante, bancario, domesticador a uno crítico, de procesos, que día a día nos haga más humanos. Entender la dialéctico sujeto-objeto, acción-reflexión, opresor-oprimido son los retos que plantea Freire como camino a la transformación social en donde las personas pasen de tener una visión ingenua de la realidad, a una postura crítica (utópica, esperanzadora, liberadora). "En su alienación, los oprimidos quieren a toda costa parecerse al opresor, imitarlo, seguirlo) p.83

  28. 5 out of 5

    Jessica

    questions (primarily to j): of those i borrowed, are there any books you'd particularly like back this weekend (off hand i remember this, hagakure, weil, leduc)? &&, aside from finding it discussion-worthy that freire also uses the "[culture:] waves" concept, is all this stuff about epochal transition (while super interesting/awesome) already outdated? is it even possible anymore to grasp any epoch as it occurs, let alone "intervene in reality" to reach the sort of integration he talks questions (primarily to j): of those i borrowed, are there any books you'd particularly like back this weekend (off hand i remember this, hagakure, weil, leduc)? &&, aside from finding it discussion-worthy that freire also uses the "[culture:] waves" concept, is all this stuff about epochal transition (while super interesting/awesome) already outdated? is it even possible anymore to grasp any epoch as it occurs, let alone "intervene in reality" to reach the sort of integration he talks about in asserting the self as subject (regardless of education)? & if not, would that be a tiny part of why all of the symptoms of the adaptive man --- imprisoned in the present, "crushed, diminished," facing the "dynamic of transition" with "tragic hopelessness & generalized fear" --- just kinda sound like everyone? or am i hanging out with the wrong crowd? p.s. can i be in yr fancy badiou club? peripherally?

  29. 5 out of 5

    Kadine

    In this book, Freire essentially provides a guideline for achieving the epistemological ideal: consciousness-raising, a forever evolving process of how we come to know - with a specific focus on the institution of education. Freire does so by using Brazil as a starting point, and tremendously unpacks a number of critical issues present in today's academic domain. Basically, if you are interested in radically changing the way we think in our culturally specific education institutions, this book In this book, Freire essentially provides a guideline for achieving the epistemological ideal: consciousness-raising, a forever evolving process of how we come to know - with a specific focus on the institution of education. Freire does so by using Brazil as a starting point, and tremendously unpacks a number of critical issues present in today's academic domain. Basically, if you are interested in radically changing the way we think in our culturally specific education institutions, this book is for you. If the practice of critical self-reflection as a gateway to mental growth is a lifestyle of yours, this book is for you. If you believe in the collective and that the collective must not remain mentally or ideologically stagnant, this book is for you.

  30. 4 out of 5

    Steph

    I found this text to be quite abstract and at times contradictory. It's filled with jargon, which I found odd considering the subject matter (how can any society aim for critical consciousness when this idea is theorized in such abstract terms that appeal only to intellectuals or academics?). The concepts of this text exist in obscure, intellectualized realms and so any connection to real-life experiences is completely lacking. I was also distracted by Freire's default to masculine I found this text to be quite abstract and at times contradictory. It's filled with jargon, which I found odd considering the subject matter (how can any society aim for critical consciousness when this idea is theorized in such abstract terms that appeal only to intellectuals or academics?). The concepts of this text exist in obscure, intellectualized realms and so any connection to real-life experiences is completely lacking. I was also distracted by Freire's default to masculine pronouns--women are mentioned (a few times), but are not agents within Freire's conceptualizations. The repetitiveness of his concepts & ideas seem to mask the fact that there is no real theoretical development here. I was surprisingly disappointed considering how often I have heard Freire cited and discussed.

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