First published in Portuguese in 1968, Pedagogy of the Oppressed was translated and published in English in 1970. The methodology of the late Paulo Freire has helped to empower countless impoverished and illiterate people throughout the world. Freire's work has taken on especial urgency in the United States and Western Europe, where the creation of a permanent underclass among ...
First published in Portuguese in 1968, Pedagogy of the Oppressed was translated and published in English in 1970. The methodology of the late Paulo Freire has helped to empower countless impoverished and illiterate people throughout the world. Freire's work has taken on especial urgency in the United States and Western Europe, where the creation of a permanent underclass among the underprivileged and minorities in cities and urban centers is increasingly accepted as the norm. With a substantive new introduction on Freire's life and the remarkable impact of this book by writer and Freire confidant and authority Donaldo Macedo, this anniversary edition of Pedagogy of the Oppressed will inspire a new generation of educators, students, and general readers for years to come.For more information, visit www.pedagogyoftheoppressed.com.
我想说 经典实在太多了 我都是在文字里划的 就不一一打出来了 这是个overall,每个章节的简介总结。 Chapter 1 contradiction between oppressors and the oppressed, how it is overcome oppression and the oppressors Chapter 2 Problem solving education vs. banking education Chapter 3: Dialogic- the essence of education as the practice of freedom Dialogic and dialogue Dialogue and the search for program con...
2013-12-02 23:43:062人喜欢
我想说 经典实在太多了 我都是在文字里划的 就不一一打出来了
这是个overall,每个章节的简介总结。
Chapter 1
contradiction between oppressors and the oppressed, how it is overcome
oppression and the oppressors
Chapter 2
Problem solving education vs. banking education
Chapter 3:
Dialogic- the essence of education as the practice of freedom
Dialogic and dialogue
Dialogue and the search for program content
Human world relationship
Program content of education as the practice of freedom
Awakening of critical consciousness through the investigation of generative theme
To speak a true word is to transform the world
Human existence cannot be silent, nor can it be nourished by false words, but only by true words, with which men and women transform the world. To exist, humanly, is to name the world, to change it. Once named, the world in its turn reappears to the names as a problem and requires of them a new naming. Human beings are not built in silence, but in word, in work, in action-reflection.
Chapter 4
Ant dialogic and dialogic = matrices of opposing theories of cultural action
Conquest, divide and rule
Manipulation, cultural invasion
Theory of dialogical action and its characteristics: cooperation, unity, organization, and cultural synthesis、
The international literacy institute presents I am a curious being But in a certain moment of process of being curious In order to understand other, I discover that I have to create in my self, a certain virtue without which it is difficult for me to understand others. The virtue of tolerance It is through exercise of tolerance, that I discover the rich possibility of doing things and learning ...
2013-12-03 10:26:431人喜欢
The international literacy institute presents
I am a curious being
But in a certain moment of process of being curious
In order to understand other, I discover that I have to create in my self, a certain virtue without which it is difficult for me to understand others.
The virtue of tolerance
It is through exercise of tolerance, that I discover the rich possibility of doing things and learning different things with different people
Being tolerance is not a western of being native
It is duty to, a political duty; it does not demand that I lose my personality
“Authentic thinking, thinking that is concerned about reality, does not take place in ivory tower isolation, but only in communication.”
A practice of freedom
Education is suffering from narrative sickness
“This is the banking concept of education, in which the scope of action allowed to the students extends only as far as receiving, filing, and storing the deposits. “
“Knowledge emerges only through invention and re-inventions, through the restless, impatient, continuing, hopeful inquiry, human beings pursue in the world, with the world, and with each other.”
Teacher=culture worker
摘选自:Wikipedia [https://en.wikipedia.org/wiki/Pedagogy_of_the_Oppressed] Chapter 1: It is easy for the oppressed to fight their oppressors only to become the polar opposites of what they currently are. In other words, this just makes them the oppressors and starts the cycle all over again. To be fully human again, they must identify the oppressors. They must identify them and work together t...
Chapter 1: It is easy for the oppressed to fight their oppressors only to become the polar opposites of what they currently are. In other words, this just makes them the oppressors and starts the cycle all over again. To be fully human again, they must identify the oppressors. They must identify them and work together to seek liberation. 要终结压迫与被压迫的循环,需要压迫者与被压迫者协力。
Chapter 2: It dehumanizes the student. If they are raised to learn to be blank slates molded by the teacher, they will never be able to question the world if they need to. This form of education encourages them to just accept what is thrust upon them and accept that as correct. It makes the first step of humanization very difficult. If they are trained to be passive listeners, they will never be able to come to the realization that there even exists oppressors.
Chapter 3: Freire explains that educators shape how students see the world and history. They must use language with the point of view of the students in mind. They must allow "thematic investigation": the discovery of different relevant problems and ideas for different periods of time. Humans understand history and use it to shape the present. Freire explains that the oppressed usually are not able to see the problems of their own time, and oppressors feed on this ignorance. Freire also presses the importance of educators not becoming oppressors and not objectifying their students. Educators and students must work as a team to find the problems of history and the present.
Chapter 4: (The Oppressor) The four anti-dialogical actions include conquest, manipulation, divide and rule, and cultural invasion. (The Oppressed) The four dialogical actions, on the other hand, are unity, compassion, organization, and cultural synthesis.
摘选自:Wikipedia [https://en.wikipedia.org/wiki/Pedagogy_of_the_Oppressed] Chapter 1: It is easy for the oppressed to fight their oppressors only to become the polar opposites of what they currently are. In other words, this just makes them the oppressors and starts the cycle all over again. To be fully human again, they must identify the oppressors. They must identify them and work together t...
Chapter 1: It is easy for the oppressed to fight their oppressors only to become the polar opposites of what they currently are. In other words, this just makes them the oppressors and starts the cycle all over again. To be fully human again, they must identify the oppressors. They must identify them and work together to seek liberation. 要终结压迫与被压迫的循环,需要压迫者与被压迫者协力。
Chapter 2: It dehumanizes the student. If they are raised to learn to be blank slates molded by the teacher, they will never be able to question the world if they need to. This form of education encourages them to just accept what is thrust upon them and accept that as correct. It makes the first step of humanization very difficult. If they are trained to be passive listeners, they will never be able to come to the realization that there even exists oppressors.
Chapter 3: Freire explains that educators shape how students see the world and history. They must use language with the point of view of the students in mind. They must allow "thematic investigation": the discovery of different relevant problems and ideas for different periods of time. Humans understand history and use it to shape the present. Freire explains that the oppressed usually are not able to see the problems of their own time, and oppressors feed on this ignorance. Freire also presses the importance of educators not becoming oppressors and not objectifying their students. Educators and students must work as a team to find the problems of history and the present.
Chapter 4: (The Oppressor) The four anti-dialogical actions include conquest, manipulation, divide and rule, and cultural invasion. (The Oppressed) The four dialogical actions, on the other hand, are unity, compassion, organization, and cultural synthesis.
The international literacy institute presents I am a curious being But in a certain moment of process of being curious In order to understand other, I discover that I have to create in my self, a certain virtue without which it is difficult for me to understand others. The virtue of tolerance It is through exercise of tolerance, that I discover the rich possibility of doing things and learning ...
2013-12-03 10:26:431人喜欢
The international literacy institute presents
I am a curious being
But in a certain moment of process of being curious
In order to understand other, I discover that I have to create in my self, a certain virtue without which it is difficult for me to understand others.
The virtue of tolerance
It is through exercise of tolerance, that I discover the rich possibility of doing things and learning different things with different people
Being tolerance is not a western of being native
It is duty to, a political duty; it does not demand that I lose my personality
“Authentic thinking, thinking that is concerned about reality, does not take place in ivory tower isolation, but only in communication.”
A practice of freedom
Education is suffering from narrative sickness
“This is the banking concept of education, in which the scope of action allowed to the students extends only as far as receiving, filing, and storing the deposits. “
“Knowledge emerges only through invention and re-inventions, through the restless, impatient, continuing, hopeful inquiry, human beings pursue in the world, with the world, and with each other.”
Teacher=culture worker
我想说 经典实在太多了 我都是在文字里划的 就不一一打出来了 这是个overall,每个章节的简介总结。 Chapter 1 contradiction between oppressors and the oppressed, how it is overcome oppression and the oppressors Chapter 2 Problem solving education vs. banking education Chapter 3: Dialogic- the essence of education as the practice of freedom Dialogic and dialogue Dialogue and the search for program con...
2013-12-02 23:43:062人喜欢
我想说 经典实在太多了 我都是在文字里划的 就不一一打出来了
这是个overall,每个章节的简介总结。
Chapter 1
contradiction between oppressors and the oppressed, how it is overcome
oppression and the oppressors
Chapter 2
Problem solving education vs. banking education
Chapter 3:
Dialogic- the essence of education as the practice of freedom
Dialogic and dialogue
Dialogue and the search for program content
Human world relationship
Program content of education as the practice of freedom
Awakening of critical consciousness through the investigation of generative theme
To speak a true word is to transform the world
Human existence cannot be silent, nor can it be nourished by false words, but only by true words, with which men and women transform the world. To exist, humanly, is to name the world, to change it. Once named, the world in its turn reappears to the names as a problem and requires of them a new naming. Human beings are not built in silence, but in word, in work, in action-reflection.
Chapter 4
Ant dialogic and dialogic = matrices of opposing theories of cultural action
Conquest, divide and rule
Manipulation, cultural invasion
Theory of dialogical action and its characteristics: cooperation, unity, organization, and cultural synthesis、
摘选自:Wikipedia [https://en.wikipedia.org/wiki/Pedagogy_of_the_Oppressed] Chapter 1: It is easy for the oppressed to fight their oppressors only to become the polar opposites of what they currently are. In other words, this just makes them the oppressors and starts the cycle all over again. To be fully human again, they must identify the oppressors. They must identify them and work together t...
Chapter 1: It is easy for the oppressed to fight their oppressors only to become the polar opposites of what they currently are. In other words, this just makes them the oppressors and starts the cycle all over again. To be fully human again, they must identify the oppressors. They must identify them and work together to seek liberation. 要终结压迫与被压迫的循环,需要压迫者与被压迫者协力。
Chapter 2: It dehumanizes the student. If they are raised to learn to be blank slates molded by the teacher, they will never be able to question the world if they need to. This form of education encourages them to just accept what is thrust upon them and accept that as correct. It makes the first step of humanization very difficult. If they are trained to be passive listeners, they will never be able to come to the realization that there even exists oppressors.
Chapter 3: Freire explains that educators shape how students see the world and history. They must use language with the point of view of the students in mind. They must allow "thematic investigation": the discovery of different relevant problems and ideas for different periods of time. Humans understand history and use it to shape the present. Freire explains that the oppressed usually are not able to see the problems of their own time, and oppressors feed on this ignorance. Freire also presses the importance of educators not becoming oppressors and not objectifying their students. Educators and students must work as a team to find the problems of history and the present.
Chapter 4: (The Oppressor) The four anti-dialogical actions include conquest, manipulation, divide and rule, and cultural invasion. (The Oppressed) The four dialogical actions, on the other hand, are unity, compassion, organization, and cultural synthesis.
The international literacy institute presents I am a curious being But in a certain moment of process of being curious In order to understand other, I discover that I have to create in my self, a certain virtue without which it is difficult for me to understand others. The virtue of tolerance It is through exercise of tolerance, that I discover the rich possibility of doing things and learning ...
2013-12-03 10:26:431人喜欢
The international literacy institute presents
I am a curious being
But in a certain moment of process of being curious
In order to understand other, I discover that I have to create in my self, a certain virtue without which it is difficult for me to understand others.
The virtue of tolerance
It is through exercise of tolerance, that I discover the rich possibility of doing things and learning different things with different people
Being tolerance is not a western of being native
It is duty to, a political duty; it does not demand that I lose my personality
“Authentic thinking, thinking that is concerned about reality, does not take place in ivory tower isolation, but only in communication.”
A practice of freedom
Education is suffering from narrative sickness
“This is the banking concept of education, in which the scope of action allowed to the students extends only as far as receiving, filing, and storing the deposits. “
“Knowledge emerges only through invention and re-inventions, through the restless, impatient, continuing, hopeful inquiry, human beings pursue in the world, with the world, and with each other.”
Teacher=culture worker
我想说 经典实在太多了 我都是在文字里划的 就不一一打出来了 这是个overall,每个章节的简介总结。 Chapter 1 contradiction between oppressors and the oppressed, how it is overcome oppression and the oppressors Chapter 2 Problem solving education vs. banking education Chapter 3: Dialogic- the essence of education as the practice of freedom Dialogic and dialogue Dialogue and the search for program con...
2013-12-02 23:43:062人喜欢
我想说 经典实在太多了 我都是在文字里划的 就不一一打出来了
这是个overall,每个章节的简介总结。
Chapter 1
contradiction between oppressors and the oppressed, how it is overcome
oppression and the oppressors
Chapter 2
Problem solving education vs. banking education
Chapter 3:
Dialogic- the essence of education as the practice of freedom
Dialogic and dialogue
Dialogue and the search for program content
Human world relationship
Program content of education as the practice of freedom
Awakening of critical consciousness through the investigation of generative theme
To speak a true word is to transform the world
Human existence cannot be silent, nor can it be nourished by false words, but only by true words, with which men and women transform the world. To exist, humanly, is to name the world, to change it. Once named, the world in its turn reappears to the names as a problem and requires of them a new naming. Human beings are not built in silence, but in word, in work, in action-reflection.
Chapter 4
Ant dialogic and dialogic = matrices of opposing theories of cultural action
Conquest, divide and rule
Manipulation, cultural invasion
Theory of dialogical action and its characteristics: cooperation, unity, organization, and cultural synthesis、
0 有用 dopamine 2013-04-06 23:02:48
虽然提出的方式比较理想化,但是对于如何教育,怎样培养独立思考,教学双方共同受益,促成自我觉醒有很大启发。
0 有用 马赛克 2022-02-02 05:21:49
写得很好。只是我对“进步”、“文明”的概念已没有迷恋,对“更好的生活方式”也不存向往。作者希望解决教育的问题,好像这个“问题”代表着某种恶。批判性思维说了无数次,好像在说只有通过正确的教育方式,才能引导出民众的自主性。在我听来,这是对民众也是对人性本身的蔑视。必须相信,在任何一种环境下都有人能够坚持独立的、理智的思考,否则就仍是自己将自己规训进入到这漏洞百出的机制内部,因为它承认有一种“更好的生活... 写得很好。只是我对“进步”、“文明”的概念已没有迷恋,对“更好的生活方式”也不存向往。作者希望解决教育的问题,好像这个“问题”代表着某种恶。批判性思维说了无数次,好像在说只有通过正确的教育方式,才能引导出民众的自主性。在我听来,这是对民众也是对人性本身的蔑视。必须相信,在任何一种环境下都有人能够坚持独立的、理智的思考,否则就仍是自己将自己规训进入到这漏洞百出的机制内部,因为它承认有一种“更好的生活方式”,既然要追求这种生活,既然在为自我争取,就一定会挫伤他人,因为那“更好的生活”的位置是有限的。 (展开)
0 有用 豆糕冰沙 2019-04-29 20:19:56
banking model和marginal groups
0 有用 忘记痛苦 2017-07-17 13:04:06
Just like what they do in China
0 有用 寺青 2020-11-03 03:31:54
九月初刚开学的时候读完的。感受就是马克思恩格斯🐂🍺。
0 有用 马赛克 2022-02-02 05:21:49
写得很好。只是我对“进步”、“文明”的概念已没有迷恋,对“更好的生活方式”也不存向往。作者希望解决教育的问题,好像这个“问题”代表着某种恶。批判性思维说了无数次,好像在说只有通过正确的教育方式,才能引导出民众的自主性。在我听来,这是对民众也是对人性本身的蔑视。必须相信,在任何一种环境下都有人能够坚持独立的、理智的思考,否则就仍是自己将自己规训进入到这漏洞百出的机制内部,因为它承认有一种“更好的生活... 写得很好。只是我对“进步”、“文明”的概念已没有迷恋,对“更好的生活方式”也不存向往。作者希望解决教育的问题,好像这个“问题”代表着某种恶。批判性思维说了无数次,好像在说只有通过正确的教育方式,才能引导出民众的自主性。在我听来,这是对民众也是对人性本身的蔑视。必须相信,在任何一种环境下都有人能够坚持独立的、理智的思考,否则就仍是自己将自己规训进入到这漏洞百出的机制内部,因为它承认有一种“更好的生活方式”,既然要追求这种生活,既然在为自我争取,就一定会挫伤他人,因为那“更好的生活”的位置是有限的。 (展开)
0 有用 Nostril 2021-08-01 17:53:12
批判教学法critical pedagogy的基础文献
0 有用 斑驳大象 2021-05-17 11:17:28
对于教育模式的分析非常犀利到位,但在马克思主义理论的见解上也就是如此了。十分理想化的教育设想,实际操作却存在巨大障碍。
0 有用 要发财要暴富💰 2021-01-27 09:44:18
We all need to liberate to pursue freedom within pedagogy rather than oppressed by the society.
0 有用 维Cc 2021-01-24 17:43:04
尽管这本书标题为教育学,但它处理的问题远远超出师生关系下的“教”与“学”的范畴,而迈向了更为普遍性的知识生产或智力解放的问题。大量的篇幅实际上都在处理和讨论本体论的问题,什么是现实,如何认识现实,谁有能力认识现实,如何改造现实,等等。在这些问题的讨论中,作者批评所谓“输灌式”(banking)的教育,提出自己主张的“对话式”(dialogue)教育,所谓的对话不是庸俗的课堂问答这种单一形式,而指的... 尽管这本书标题为教育学,但它处理的问题远远超出师生关系下的“教”与“学”的范畴,而迈向了更为普遍性的知识生产或智力解放的问题。大量的篇幅实际上都在处理和讨论本体论的问题,什么是现实,如何认识现实,谁有能力认识现实,如何改造现实,等等。在这些问题的讨论中,作者批评所谓“输灌式”(banking)的教育,提出自己主张的“对话式”(dialogue)教育,所谓的对话不是庸俗的课堂问答这种单一形式,而指的是一种“教”与“学”、“知”与“行”的平等且辩证转化的关系。在这本书中,老师和学生这一组概念更像是关于知识分子和人民群众关系的具象化。在这个意义上说,本书更像是一本建基于毛主义本体论之上的知识解放行动宣言。 (展开)