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Switch to: References
Citations of:
Pedagogy of the oppressed
In David J. Flinders & Stephen J. Thornton (eds.), The Curriculum Studies Reader. Routledge (1986)
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In this contribution, we look – both historically and in the present – at how children are objectified in data and how it is assumed that this objectivation is a way to dismiss ideology, or at least to separate the ideological from the scientific. We argue, however, that the separation of data from ideology is itself a highly ideological choice. As Freire points out: education never was and never can be objective. The objectivation of the child and, more generally, of (...) |
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This paper discusses the most persistent controversial issue that occurred in Western educational philosophy ever since Socrates questioned the Sophists: the role of truth in teaching. Ways of teaching these kinds of controversy issues are briefly considered to isolate their epistemic characteristics, which will enable the interpretation of Plato and Dewey as exemplars of rationalism and empiricism regarding the role of knowledge in the curriculum and thus include their partial truths in the epistemic ethos of teaching. The consideration of pedagogy (...) |
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This paper assesses teachers’ and students’ self-perception as global citizens in the context of Alfred North Whitehead Process Philosophy. The aim of the paper is to identify the potential for global citizenship within pedagogy and learning. One hundred students and 50 teachers from Peaceland College of Education, Enugu, in Nigeria, were selected systematically and examined on their belief that an action in situ could pose global consequences or benefits. Respondents were also assessed on other dimensions of globalization. Results showed that (...) |
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This article argues that church colleges of higher education, in their desire to be distinctive, can benefit from rethinking the relationship between the philosophical and the religious in order to retrieve a view of higher education as ‘upbuilding’. This will be achieved by illustrating how the central idea of speculative philosophy—that our learning about truth occurs in and through the phenomenology of aporetic experiences of the conditions of possibility—can contribute to the debate within church colleges regarding what is different about (...) |
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This article examines four related aspects of Hegel's approach to the teaching of philosophy and to the philosophy of the teacher. Specifically, it highlights some of the views Hegel expressed on education in general whilst Rector of the Nuremberg gymnasium; describes his opinions on the place of philosophy within the school curriculum and the structure of the philosophy course which he designed for his pupils; examines the pedagogy which he employed in teaching his system of philosophy; and offers preliminary comments (...) |
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Volume 53, Issue 2, February 2021, Page 181-196. |
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Democratizing the syllabus has been discussed in the fields of sociology and political science but rarely in philosophy. In this paper I will draw upon my experience of teaching Philosophy of Love in an online modality to examine the impact on motivation when students fill in the gaps presented in a democratic syllabus. |
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Outsider mission workers with local church communities, such as with the agency Latin Link, can have a role in the promotion of church and community-based income generation projects as a poverty reduction strategy and as a way of healthy community involvement generally. This is likely to involve a process of healthy community decision-making, some generic business training for potential project leaders and workers, and a microfinance scheme run with established guidelines. In this way, outside initiative promotes community development rather than (...) |
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This paper sets out to reimagine education through a cultural perspective and explores education as a performative practice that establishes certain borders of ‘public’ belonging. Wide-spread debates about the public dimension of schools and universities have focused on how economic rationales need to be replaced with alternative visions of education. This paper seeks to contribute to this revisioning of the public in education by reclaiming education as a specifically cultural endeavour, one tied to practices that are at once both performative (...) |
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This essay explores the methodological contributions of leading ethicist, activist, and mujerista theologian Ada María Isasi-Díaz, for whom the category of lo cotidiano is central. Her work on lo cotidiano begs a basic epistemological question: How does one think critically from the standpoint of the everyday? What does conscientization look like from the perspective of lo cotidiano? In light of such questions, I explore what I find to be one of Isasi-Díaz’s most significant, yet underdeveloped, ideas — her articulation of (...) |
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Recent trends in agricultural science have emphasized the need to make local people active participants in the research and development process. Working under the populist banner “Farmer First”, the focus has been on bridging gaps between development professionals and local people, pointing to the inadequate understanding of insiders' knowledge, practices, and processes by outsiders.The purpose of this paper is to expose the paradox of the prevailing populist conception of power and knowledge, and to challenge the simple notion that social processes (...) |
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Immigrant farmworkers from Latin America experience multiple challenges in rural Vermont. A large body of literature has shown the benefits that collective agency can represent for migrant farmworkers in the U.S. food system. These initiatives have mainly focused on the improvement of human and labor conditions by empowering farmworkers. However, little is known about what factors influence the creation and progress of these types of collaborative efforts to address challenges faced by immigrant farmworkers in rural areas. By analyzing work completed (...) |
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This is the second section of an article (each section in subsequent regular issues of EPAT) that explores the concept of participation. Section I: Introduction and Early Perspectives grounds our exploration of participation and explores definitions and early perspectives of participation we have identified as ‘historically original’ and ‘philosophical.’ Section II: Participation as Engagement in Experience—An Aesthetics Perspective is a continuation of our conceptual exploration of participation that digs into the world of aesthetics. Finally, Section III: The Utilitarian Perspective and (...) |
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The concept of ‘empowerment’ is used frequently in a number of professional areas, from psychotherapy to social work. But even if the same term is used, it is not always clear if the concept denotes the same goals or the same practice in these various fields. The purpose of this paper is to clarify the discussion and to find a plausible and useful definition of the concept that is suitable for work in various professions. Several suggestions are discussed in the (...) |
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Empowerment is a concept that has been much used and discussed for a number of years. However, it is not always explicitly clarified what its central meaning is. The present paper intends to clarify what empowerment means, and relate it to the goals of health promotion. The paper starts with the claim that health-related quality of life is the ultimate general goal for health promotion, and continues by briefly presenting definitions of some central concepts: “welfare” “health” and “quality of life”. (...) |
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This paper examines the role of church and feminist theology in contemporary El Salvador, looking at their relationship with feminist and women's groups as well as political and civil society as a whole. Field research carried out in the summer of 2000 indicates that church and society have changed greatly in the years since the signing of the peace accords that ended a long and bitter civil war. Faced with increased levels of poverty and domestic violence, political apathy has become (...) |
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On the one hand, according to Richard Rorty, Paulo Freire and others, education is the practice of freedom. On the other hand, according to Michael Foucault, Mary Midgley and others, ethics is the practice of freedom. How, then, are education and ethics related to one another and what do these authors mean by ‘the practice of freedom’? In this piece, I argue that education and ethics are two mutually constitutive aspects of the practice of freedom. Individuals who are able to (...) |
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It appears that in the 30 years that business ethics has been a discipline in its own right a model of business ethics has not been proffered. No one appears to have tried to explain the phenomenon known as ‚business ethics’ and the ways that we as a society interact with the concept, therefore, the authors have addressed this gap in the literature by proposing a model of business ethics that the authors hope will stimulate debate. The business ethics model (...) |
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It appears that in the 30 years that business ethics has been a discipline in its own right a model of business ethics has not been proffered. No one appears to have tried to explain the phenomenon known as 'business ethics' and the ways that we as a society interact with the concept, therefore, the authors have addressed this gap in the literature by proposing a model of business ethics that the authors hope will stimulate debate. The business ethics model (...) |
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The banking model manufactures human consciousness that is easy to control. It programs individuals to accept and believe in a false concept of reality so that they fail to perceive the connection between human action and their immediate and higher social reality. In this way, it creates submissive subjects for the order of oppression. The oppressed are conditioned and incapable of perceiving the truth. Their critical and creative thinking potential is systematically annulled. This paper aims to reinterpret Freire’s essay on (...) |
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Learning about feminism can be a revelation for many students. However, for others, it can be a confounding, troubling experience. These difficulties return as problems for the teacher: how to help... |
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Modernist educational practice operates within an overarching norm of consonance, notions of sameness and agreement that permeate schools and classroom life. This paper posits a needed move to postmodern educational theory and practice through dissonance. Following an intellectual contextualization, two sets of philosophical claims are presented. The first promotes social construction of reality and the second poses dissonance rather than consonance. The paper concludes with a “look” at education from this postmodern perspective. |
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STORY L, MAYFIELD‐JOHNSON S, DOWNEY LH, ANDERSON‐LEWIS C, YOUNG R and DAY P. Nursing Inquiry 2010; 17: 373–384 Getting on Target with Community Health Advisors (GOTCHA): an innovative stroke prevention projectHealth disparities along with insufficient numbers of healthcare providers and resources have created a need for effective and efficient grassroots approaches to improve community health. Community‐based participatory research (CBPR), more specifically the utilization of community health advisors (CHAs), is one such strategy. The Getting on Target with Community Health Advisors (GOTCHA) (...) |
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In our paper we will try to connect the dynamics of community decline to individual responses. We will operate on two levels of reality. At the first level we will discuss the circumstances surrounding the recent decline of small communities in North Dakota. At the second level we will discuss how this decline affects small town residents' attitudes toward economic development. In the first level analysis we examine the thesis that the natural environment of community growth is economic exploitation; therefore, (...) |
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ABSTRACTThis article explains the implications and benefits of founding transdisciplinary collaborations of knowledge production in critical realism. We call such equal partnerships of researchers and practitioners knowledge alliances. Drawing on the distinction between the referent to which we refer and our references, we show that practitioners can contribute to the process of knowledge production by providing access to referents and producing references but also by achieving societal relevance. In order to accomplish excellence, knowledge production should be organized in ways that (...) |
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Over the past decade, global health has emerged as one of the fastest growing academic programs in the United States. Ethics training is cited widely as an essential feature of U.S. global health programs, but generally it is not deeply integrated into the global health teaching and training curricula. A discussion about the pedagogy of teaching global health ethics is long overdue; to date, only a few papers specifically engage with pedagogy rather than competencies or content. This paper explores the (...) |
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Given the sociopolitical crisis and turmoil in the world today, there is a great need for philosophical and sociocultural critiques that are not only concerned with deconstructing the present and the past but also with offering forward-looking, radical solutions to the problems and challenges we face. Drastic times call for drastic measures, including in exploring and advancing a flagrantly partisan scholarship with explicitly transformative activist agendas of strengthening the public and personal agency needed to constrain capital for the sake of (...) |
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In this article I present a discussion about the purpose of education of, for and with black, working class, young women within an inner-London, twenty-first century college, and explore the complex and imperfect ways that educational purpose translates into educational practice. I discuss the respective value of two contrasting discourses of education that operate in this college: firstly, a neoliberal discourse of education and educational success; secondly, a critical tradition of education, as traced through the work of Paulo Freire, feminist (...) |
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Diverse beliefs about the nature and essence of scientific truth are pervasive in the nursing literature. Most recently, rejection of a more traditional and objective truth has resulted in a shift toward an emphasis on the acceptance of multiple and subjective truths. Some nursing scholars have discarded the idea that objective truth exists at all, but instead have argued that subjective truth is the only knowable truth and therefore the one that ought to govern nursing's disciplinary inquiry. Yet, there has (...) |
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Post-critical pedagogy, which offers a significant alternative to the dominant trends in contemporary philosophy of education, objects to seeing education as instrumental to other ends: it attempts to conceive of education as autotelic, namely as having intrinsic value. While there are good reasons for accepting the post-critical reservations with the instrumentalization of education, I argue that its autonomy is equally problematic, as it risks turning the philosophy of education—perhaps education itself—into a privileged activity, out of touch with the most important (...) |
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This paper outlines a theory of radical democratic education by addressing a key concept in Laclau and Mouffe’s Hegemony and Socialist Strategy: articulation. Through their concept of articulation, Laclau and Mouffe attempt to liberate Gramsci’s theory of hegemony from Marxist economism, and adapt it to a political sphere inhabited by a plurality of struggles and agents none of which is predominant. However, while for Gramsci the political process of hegemony formation has an explicit educational dimension, Laclau and Mouffe ignore this (...) |
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This article deploys critical sociology to examine institutions of higher learning, worldwide, within a context of a more utopian set of possibilities. The article contests the idea of univ... |
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This paper deals with the highly personal way an individual makes sense of the world in a way that avoids the pitfalls of the so‐called private language. For Wittgenstein following a rule can never mean just following another rule, though we do follow rules blindly. His idea of the ‘form of life’ elicits that ‘what we do’ refers to what we have learnt, to the way in which we have learnt it and to how we have grown to find it (...) |
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This paper deals with the highly personal way an individual makes sense of the world in a way that avoids the pitfalls of the so‐called private language. For Wittgenstein following a rule can never mean just following another rule, though we do follow rules blindly. His idea of the ‘form of life’ elicits that ‘what we do’ refers to what we have learnt, to the way in which we have learnt it and to how we have grown to find it (...) |
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Examining how new forms of currencies diffuse is important to uncover their impact on the organization of communities, and thus motivates our study of community currencies. Community currencies provide a medium of exchange by using alternative banknotes or electronic money, which circulates only within particular communities, allowing members to trade goods, increase social cohesion, and achieve collective goals. In this study, we examine how community currencies help facilitate social commons by serving as a setting for building community relationships and a (...) |
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The issue of violence and strategies for its attenuation present perennial conundrums for those seeking to reduce the quantity of avoidable suffering in the world. Despite the best efforts of committed practitioners, activists, and scholars, violence its various forms remain rife at all levels of social life. Paradoxically and tragically, at times, the proliferation of violence accompanies those very efforts aimed at its eradication or resolution. Education – understood in its narrower sense as a set of formal institutions as well (...) |
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While theorizing in distinctly different times, distinctly different cultures, and under distinctly different circumstances, notable philosophical similarities can be drawn between John Dewey and Paulo Freire. This article focuses on two major themes evident in a sample of each philosopher's major works, democracy and experience, and draws theoretical comparisons between the way each philosopher approaches these concepts in terms of definition and application to educational and social practice. The author suggests that, despite some paradigmatic differences, the fundamental definitions and uses (...) |
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Acknowledging the negative impact poverty and violence can have on the educational process, I explore ways in which a pragmatic interpretation of hope can guide us in formulating preventive and responsive measures that are not intrusive on the normal curriculum. I draw on key pragmatic ideas presented by John Dewey to emphasize habits central to a pragmatic theory of hope. Equally important is the notion of a community of hope that fosters the development of hope's habits. A hopeful pedagogy enables (...) |
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The aim of this paper is to critique the individualistic ontological premises of ‘self-directed learning’, as it has been developed in humanist education literature in the tradition of Carl Rogers. The authors suggest instead that social-transformative education and its critical social ontology serve the emancipatory promise of education better while offering the possibility to tackle the collective challenges of our time. Beginning with an analysis of Rogers’ concepts of Self, Knowledge and Society, the authors aim to show that self-directed learning (...) |
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