Pedagogy of Freedom: Ethics, Democracy, and Civic CourageThis book displays the striking creativity and profound insight that characterized Freire's work to the very end of his life-an uplifting and provocative exploration not only for educators, but also for all that learn and live. |
Contents
INTRODUCTION | 1 |
INTRODUCTORY REFLECTIONS | 21 |
THERE IS NO TEACHING WITHOUT LEARNING | 29 |
Methodological Rigor | 33 |
Research | 35 |
Respect for What Students Know | 36 |
A Capacity to Be Critical | 37 |
Ethics and Aesthetics | 38 |
Capacity to Apprehend Reality | 66 |
Joy and Hope | 69 |
Conviction That Change Is Possible | 72 |
Teaching Requires Curiosity | 79 |
TEACHING IS A HUMAN ACT | 85 |
Commitment | 89 |
Education as a Form of Intervention in the World | 90 |
Freedom and Authority | 95 |
Words Incarnated in Example | 39 |
Risk Acceptance of What Is New and Rejection of Discrimination | 41 |
Critical Reflection on Practice | 43 |
Cultural Identity | 45 |
TEACHING IS NOT JUST TRANSFERRING KNOWLEDGE | 49 |
Awareness of Our Unfinishedness | 51 |
Recognition of Ones Conditioning | 54 |
Respect for the Autonomy of the Student | 59 |
Common Sense | 60 |
Humility Tolerance and the Struggle for the Rights of Educators | 64 |
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Common terms and phrases
accept Albert Memmi arrogance attitude authoritarian authority autonomy aware become bell hooks Brazil capable capacity classroom coherent consciousness context course critical consciousness critical educational critical theory cultural democratic discipline dream educa educational practice epistemological curiosity essential evaluation example exercise experience fact fatalistic François Jacob Freire's fundamental globalization gnostic Henry Giroux HGSE hope human person ideology intellectual intervene Jean-Paul Sartre kind of knowledge knowl learner learning liberal listening literacy live methodological misery Mott Haven negation neoliberal neutrality object one's oppression Paulo Freire Pedagogy of Freedom political position possible posture presence professors progressive question radical reactionary reading reality refuse Renato Constantino respect right thinking rigor risk role São Paulo scientific sense she/he simply social someone speak Stanley Aronowitz struggle task teaching of contents teaching practice theory things think correctly tion transgression truth unfinishedness universal human ethic utopia women words