Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education.

On the 20th anniversary of its publication, this classic manifesto is updated with an important new preface by the author. Freire reflects on the impact his book has had, and on many of the issues it raises for readers in the 1990s. These include the fundamental question of liberation and inclusive language as it relates to Freire's own insights and approaches.

This book, first published by Yale University Press, is a summary of Dewey's late philosophy of religion. The book is a standard work in the field for many scholars, and has been continuously in print since the time of its first publication. Dewey defends a naturalism, and this work is an interesting and important contrast to the later religious thought of William James.

In this book of essays, he argues that morality cannot be defined solely by rational and universal principles; instead, a major place must be found for changing and conflicting ideals, values peculiar to specific times and cultures.

In this book, we come to understand the author's pedagogical thinking even better, through the critical seriousness, humanistic objectivity, and engaged ...

Discusses the role of education in liberating the oppressed people of the Third World.

This dissertation critically examines the theory of liberation and education developed by the Brazilian philosopher of education, Paulo Freire. It provides an ethics for liberation education situated on a more warranted ontology and epistemology than is provided in Freire's theory, and it interprets liberation education in the context of nonviolent movements for justice. ;In Part One, the dissertation traces the roots of Freire's theory from its genesis in an adult literacy campaign among peasants and the urban poor in the northeast (...) of Brazil in the early 1960s, through its transformations in post-revolutionary contexts in Africa and Latin America and in pre-revolutionary contexts in Europe and North America, to its application in the public school system of a Workers Party administration in Sao Paulo, Brazil in the 1990s. It also traces the roots of Freire's theory in various streams of theoretical discourse, particularly humanism, phenomenology, existentialism, Marxism, and Catholic liberation theology. ;The dissertation then spells out the central elements in the ontological, epistemological, and educational foundations of Freire's theory. The responses to and critiques of the theory, particularly in North America, are reviewed. The value and limits of the applications of the theory in the contexts of adult education and public schools are examined, and common misreadings of the theory as a "method" are criticized. More extensive critiques of Freire's humanism and modernism as well as feminist theory critiques are detailed. Questions are also raised about the limits of the political and educational visions of Freire's revolutionary pedagogy. ;Following these critiques, Part Two of the dissertation spells out why nonviolence is a necessary ethics and politics for liberation education. More secure ontological and epistemological foundations for a revolutionary pedagogy are developed, and liberation education is situated in relation to movements for social justice, their public moral education campaigns and ideological struggle in the mass media. Strategic considerations are raised clarifying a relationship between liberation education and nonviolent war without weapons. Finally, this radical resituating of Freire's theory of liberation and education is shown to cast light on the major theories of moral development and moral education. (shrink)