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Paulo Freire: Teaching for Freedom and Transformation

The Philosophical Influences on the Work of Paulo Freire

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  • © 2011

Overview

Authors:
  1. John Dale

    1. Kokomo, USA

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  2. Emery J. Hyslop-Margison

    1. Faculty of Education, University of New Brunswick, Fredericton, Canada

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  • Provides first in-depth examination of the philosophical foundations of Freire's contribution to education
  • Evaluates the extent to which Freire successfully weaves various philosophical positions into a coherent pedagogy
  • Explains how Freire's pedagogy might be applied in contemporary education programs within a neo-liberal context

Part of the book series: Explorations of Educational Purpose (EXEP, volume 12)

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Table of contents (5 chapters)

  1. Front Matter

    Pages i-xix
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  2. Our Journey to Freire

    • John Dale, Emery J. Hyslop-Margison
    Pages 1-31

  3. Metaphors, Politics, and Biography

    • John Dale, Emery J. Hyslop-Margison
    Pages 33-69

  4. Pedagogy of Humanism

    • John Dale, Emery J. Hyslop-Margison
    Pages 71-104

  5. Marxism, Existentialism, and Freire

    • John Dale, Emery J. Hyslop-Margison
    Pages 105-127

  6. Freire’s Critical Pedagogy: Summary and Conclusions

    • John Dale, Emery J. Hyslop-Margison
    Pages 129-160

  7. Back Matter

    Pages 161-170
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Keywords

About this book

The primary mission of this text is clarifying many of the misconceptions about Paulo Freire’s theories, concepts and his implications for education. It revisits his ideas and explains more fully the philosophical influences that shaped concepts such as problem posing, conscientization and praxis. The fundamental thesis, then, is that the present absence of in-depth philosophical analysis leaves an unacceptable void in the literature addressing Freire’s work, while also promoting frequent misconceptions and superficial understandings about his relationship to contemporary education. Indeed, the philosophical assumptions contributing to Freire’s critical pedagogy require identification, unravelling and ultimately evaluation on the basis of their epistemic and moral tenability. Most existing applications of Freire’s pedagogy are unfortunately superficial because they simply sloganize terms such as banking education, conscientization, praxis, and humanization. A slogan in education popularizes a concept or idea in a positive way, but offers very little in terms of critical reflection or analysis. In order to understand these terms and their origin and apply them as Freire intended, a far richer and more in depth examination of Freire is desperately needed. This text will provide precisely that type of examination.

Authors and Affiliations

  • Kokomo, USA

    John Dale

  • Faculty of Education, University of New Brunswick, Fredericton, Canada

    Emery J. Hyslop-Margison

Bibliographic Information

  • Book Title: Paulo Freire: Teaching for Freedom and Transformation

  • Book Subtitle: The Philosophical Influences on the Work of Paulo Freire

  • Authors: John Dale, Emery J. Hyslop-Margison

  • Series Title: Explorations of Educational Purpose

  • DOI: https://doi.org/10.1007/978-90-481-9100-0

  • Publisher: Springer Dordrecht

  • eBook Packages: Humanities, Social Sciences and Law, Education (R0)

  • Copyright Information: Springer Science+Business Media B.V. 2011

  • Hardcover ISBN: 978-90-481-9099-7Published: 29 September 2010

  • Softcover ISBN: 978-94-007-2854-7Published: 25 November 2011

  • eBook ISBN: 978-90-481-9100-0Published: 22 September 2010

  • Series ISSN: 1875-4449

  • Series E-ISSN: 1875-4457

  • Edition Number: 1

  • Number of Pages: XX, 172

  • Topics: Educational Philosophy, Philosophy of Education

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