Paulo Freire [electronic resource] : teaching for freedom and transformation : the philosophical influences on the work of Paulo Freire / John Dale, Emery J. Hyslop-Margison.
The primary mission of this text is clarifying many of the misconceptions about Paulo Freire's theories, concepts and his implications for education. It revisits his ideas and explains more fully the philosophical influences that shaped concepts such as problem posing, conscientization and prax...
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| Other title: | Teaching for freedom and transformation. Philosophical influences on the work of Paulo Freire. |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
Dordrecht ; New York :
Springer,
©2010.
|
| Series: | Explorations of educational purpose ;
v. 12. |
| Subjects: |
MARC
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| 245 | 1 | 0 | |a Paulo Freire |h [electronic resource] : |b teaching for freedom and transformation : the philosophical influences on the work of Paulo Freire / |c John Dale, Emery J. Hyslop-Margison. |
| 246 | 3 | 0 | |a Teaching for freedom and transformation. |
| 246 | 3 | 0 | |a Philosophical influences on the work of Paulo Freire. |
| 260 | |a Dordrecht ; |a New York : |b Springer, |c ©2010. | ||
| 300 | |a 1 online resource (xix, 170 pages) | ||
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| 490 | 1 | |a Explorations of educational purpose ; |v v. 12. | |
| 505 | 0 | |a Our journey to Freire -- Metaphors, politics, and biography -- Pedagogy of humanism -- Marxism, existentialism, and Freire -- Freires critical pedagogy. | |
| 504 | |a Includes bibliographical references (pages 161-164) and indexes. | ||
| 520 | |a The primary mission of this text is clarifying many of the misconceptions about Paulo Freire's theories, concepts and his implications for education. It revisits his ideas and explains more fully the philosophical influences that shaped concepts such as problem posing, conscientization and praxis. The fundamental thesis, then, is that the present absence of in-depth philosophical analysis leaves an unacceptable void in the literature addressing Freire's work, while also promoting frequent misconceptions and superficial understandings about his relationship to contemporary education. Indeed, the philosophical assumptions contributing to Freire's critical pedagogy require identification, unravelling and ultimately evaluation on the basis of their epistemic and moral tenability. Most existing applications of Freire's pedagogy are unfortunately superficial because they simply sloganize terms such as banking education, conscientization, praxis, and humanization. A slogan in education popularizes a concept or idea in a positive way, but offers very little in terms of critical reflection or analysis. In order to understand these terms and their origin and apply them as Freire intended, a far richer and more in depth examination of Freire is desperately needed. This text will provide precisely that type of examination. | ||
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| 600 | 1 | 0 | |a Freire, Paulo, |d 1921-1997 |x Criticism and interpretation. |
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| 650 | 0 | |a Critical pedagogy. | |
| 650 | 0 | |a Education |x Study and teaching. | |
| 650 | 7 | |a Critical pedagogy. |2 fast |0 (OCoLC)fst00883676. | |
| 650 | 7 | |a Education |x Study and teaching. |2 fast |0 (OCoLC)fst00902796. | |
| 655 | 7 | |a Criticism, interpretation, etc. |2 fast |0 (OCoLC)fst01411635. | |
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