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Pedagogy of the Oppressed Essay Sample - Bla Bla Writing
It could not be otherwise. If the humanization of the oppressed signifies subversion, so also does their freedom; hence the necessity for constant control. And the more the oppressors control the oppressed the more they change them into apparently inanimate "things." This tendency of the oppressor consciousness to "in-animate" everything and everyone it encounters, in its eagerness to possess, unquestionably corresponds with a tendency to sadism.
The oppressed suffer from the duality which has established itself in their innermost being. They discover that without freedom they cannot exist authentically. Yet although they desire authentic existence, they fear it. They are at one and the same time themselves and the oppressor whose consciousness they have internalized. The conflict lies in the choice between being wholly themselves or being divided; between ejecting the oppressor within or not ejecting them; between human solidarity or alienation; between following prescriptions or having choices' between being spectators or actors; between acting or having the illusion of acting through the action of the oppressors; between speaking out or being silent, castrated in their power to create and recreate, in their power to transform the world. This is the tragic dilemma of the oppressed which their education must take into account.
Pedagogy of the oppressed essay - …
This behavior, this way of understanding the world and people (which necessarily makes the oppressors resist the installation of a new regime) is explained by their experience as a dominant class. Once a situation of violence and oppression has been established, it engenders an entire way of life and behavior for those caught up in it -- oppressors and oppressed alike. Both are submerged in this situation, and both bear the marks of oppression. Analysis of existential situations of oppression reveals that their inception lay in an act of violence -- initiated by those with power. This violence, as a process, is perpetuated from generation to generation of oppressors, who become its heirs and are shaped in its climate. This climate creates in the oppressor a strongly possessive consciousness -- possessive of the world and of men and women. Apart from direct, concrete, material possession of the world and of people, the oppressor consciousness could not understand itself -- could not even exist. Fromm said of this consciousness that without such possession, "it would lose contact with the world." The oppressor consciousness tends to transform everything surrounding it into an object of its domination. The earth, property, production, the creations of people, people themselves, time -- everything is reduced to the status of objects at its disposal.
The essay will include a brief biography on Malcolm Knowles, and his theory on adult education / learning andragogy, to include definitions of andragogy and pedagogy, which has been the mainstay of all education theory for hundreds of years.
Pedagogy of the Oppressed - Wikipedia
At one level, the same could be said of a ‘good’ subject teacher in a school. As Palmer (1998: 10) has argued, ‘good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher’ (emphasis in the original). However, the focus of pedagogues frequently takes them directly into questions around identity and integrity. This then means that their authenticity and the extent to which they are experienced as wise are vital considerations.
The first and obvious thing to say is that pedagogues have a fundamentally different focus to subject teachers. Their central concern is with the well-being of those they are among and with. In many respects, as Kerry Young (1999) has argued with regard to youth work, pedagogues are involved for much of the time in an exercise in moral philosophy. Those they are working with are frequently seeking to answer in some way profound questions about themselves and the situations they face. At root these look to how people should live their lives: ‘what is the right way to act in this situation or that; of what does happiness consist for me and for others; how should I to relate to others; what sort of society should I be working for?’ (Smith and Smith 2008: 20). In turn, pedagogues need to have spent some time reflecting themselves upon what might make for flourishing and happiness (in Aristotle’s terms eudaimonia).
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Pedagogy of Oppressed - Term Paper
It is only the oppressed who, by freeing themselves, can free their oppressors. The latter, as an oppressive class, can free neither others nor themselves. It is therefore essential that the oppressed wage the struggle to resolve the contradiction in which they are caught; and the contradiction will he resolved by the appearance of the new man: neither oppressor nor oppressed, but man in the process of liberation. If the goal of the oppressed is to become fully human, they will not achieve their goal by merely reversing the terms of the contradiction, by simply changing poles.
Essay The Pedagogy of the Oppressed - 774 Words | Bartleby
The pedagogy of the first stage must deal with the problem of the oppressed consciousness and the oppressor consciousness, the problem of men and women who oppress and men and women who suffer oppression. It must take into account their behavior, their view of the world, and their ethics. A particular problem is the duality of the oppressed: they are contradictory, divided beings, shaped by and existing in a concrete situation of oppression and violence.
Pedagogy of the oppressed by Freire - Essay Example
The pedagogy of the oppressed, as a humanist and libertarian pedagogy, has two distinct stages. In the first the oppressed unveil the -- world of oppression and through the praxis commit themselves to its transformation. In the second stage, in which the reality of the oppression has already been transformed, this pedagogy ceases to belong to the oppressed and becomes a pedagogy of all people in the process of permanent liberation. In both stages, it is always through action in depth that the culture of domination is culturally confronted. (10) In the first stage this confrontation occurs through the change in the way the oppressed perceive the world of oppression. In the second stage, through the expulsion of the myths created and developed in the old order, which like specters haunt the new emerging from the revolutionary transformation.
The Pedagogy of the Oppressed Research Paper - 762 …
But if the implementation of a liberating education requires political power and the oppressed have none, how then is it possible to carry out the pedagogy of the oppressed prior to the revolution? This is a question of the greatest importance, the reply to which is at least tentatively outlined in Chapter 4. One aspect of the reply is to be found in the distinction between systematic education, which can only be changed by political power, and educational projects, which should be carried out with the oppressed in the process of organizing them.
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