Educational Thoughts of Paulo Freire
u
To name (Named the world)
u
To reflect(Dialogue and
Conversation)
u
To act(PRAXIS)
To
name
v
Naming is developing
consciousness but consciousness that is understood to have the power to
transform reality.
v
He gave a voice to those who
were oppressed so educators who saved them could better their oppression.
To
Reflect
v
He says ‘‘Dialogue is the
encounter between men, mediated by the world, in order to name the world.
v
Freire was concerned about
using the imagination to produce new possible ways of naming and acting in the
world when with people around literacy.
To
Act
v
This action is not merely
the doing of something which Freire describes as activism.
v
It is not simply action
based reflection.
v
It is action which embodies
qualities which include a commitment to human wellbeing, a search for truth and
a respect for others.
v
This enables society to act
in ways which produce justice and allow mankind to flourish.
v
Praxis means practice as
different from theory.
v
It is also called practical
application of theory.
Qualities
of Teachers in Freire Scheme of Education
v
Self-confidence,
self-respect and respect for others.
v
Lovingness not only for
students but also towards the process of learning.
v
Courage to fight to love and
to conquer fears to be a political agent of change to improve democracy.
v
Tolerance, this requires
respect, discipline and ethics.
v
Decisiveness that is the
ability to make decisions.
v
Security it means confidence
in one’s actions.
v
Wisdom it means to use both
patience and impatience in unison to work patiently impatient never
surrendering entirely to either.
v
Verbal parsimony it means
those who live in the assumption of patience-impatience will rarely lose
control over their words and they will rarely exceed the limits of considered
yet energetic discourse.
Qualities of progressive teachers
produce the following in their schools
v
Thinking
v
Participation
v
Creation
v
Speaking
v
Love
v
Ability to Guess
The following are the rights of teachers according to
fieire
v
Freedom in teaching
v
The right to speak
v
The right to better
conditions for pedagogical work.
v
The right to criticize the
authorities without fear of retaliation.
Brief Life History
v
He was born in portages.
v
He was a Brazilian educator
and philosopher.
v
He advocated critical
pedagogy.
v
He is best known for his
work on ‘pedagogy of the oppressed’.
v
He wrote many books such as,
‘Education as the practice of freedom’ and ‘Pedagogy of oppressed’ are famous
in his philosophy of education.
Special Reference to the Concepts –
Child Centred Education
a)
Activity Method
v
Learning by doing is the
main focus in this method.
v
The activities used in this
approach can be generalized under three main categories.
i.
Exploratory : It
is gathering knowledge, concept and skill.
ii.
Constructive: It is getting experience through creative
works.
iii.
Expressional: It means giving presentations.
Role of Teacher
v
A planner an organizer and
evaluator.
v
Facilitator
v
Decision Maker
v
Knowledge Imparter
v
Disciplinarian
b)
Discovery Method
v
Discovery learning takes
place in problem solving situations where the learner draws on his own
experience and prior knowledge.
v
It is the method through
which students interact with their environment by exploring it.
v
It is the best method for
teaching science subject at schools.
c)
Dialogue Learning
v
In dialogue learning
educators design learning activities by considering answers to the following
questions.
i.
Who are the learners?
ii.
Why the situation that calls
for the learning arises?
iii.
When will learning take
place?
iv.
Where will learning take
place?
v.
How do the learners
interact?
v
The Dialogue Education approach
demands integration between theory design and implementation.
v
The integration leads to
improved learning and resulting behaviour change.
