| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "PAULO FREIRE EDUCATION CONSCIOUSNESS": |
|
|
Paulo Freire's "Education for Critical Consciousness", 2006.
This paper reviews Paulo Freire's work, as well as highlighting his life's work in helping the impoverished an illiterate.
900 words (approx. 3.6 pages), 1 source, $ 35.95
»
Click here to show/hide summary
Abstract
A positive review of Paulo Freire's two essays found in, "Education for Critical Consciousness", as these stress helping individuals to understand the broader world and their locations within it. A staunch humanist, Freire saw societies as more than politics or economic frameworks, arguing that the poor could be empowered to live creatively, participate actively, and improve their day to day lives. Reference to Canadian poverty, roles for educators in encouraging more creative outlooks.
From the Paper
"Paulo Freire's Education for Critical Consciousness (1973) - Ideas of Ongoing Usefulness. The approaches to education of Paulo Freire (1921-1997) were strongly shaped by his experiences of teaching illiterates in northeastern Brazil and becoming a political exile, for 15 years, after Brazil's military coup of 1964. In his career, he was a lawyer, a teacher of Portuguese in urban Brazil, a provider of adult and workers' education, and again, a man who devoted years to illiterate peasants beyond the cities. He was also a prisoner, for a time, a visiting scholar at Harvard University, an educational advisor in Geneva, and a prolific writer."
| |
|
Paulo Freire?s Educational Philosophy, 2004.
This paper discusses the educational philosophies of Paulo Freire and their application to feminist theory.
2,030 words (approx. 8.1 pages), 5 sources, MLA, $ 64.95
»
Click here to show/hide summary
Abstract
This paper explains Paulo Freire believes that an education curriculum should be designed to promote learning through individuals' critical thinking, which contrasts to the style of education in oppressive societies. The author points out that ?Problem Posing?, as opposed to ?Banking?, a core component of Freire?s educational philosophy, aims at bringing the most out of an individual because individuals are presented with a problem, and the individual is expected to solve it through critical thinking. The paper relates that feminist theory agrees with Freire?s philosophy that women are oppressed through ?banking? education's continuing the status quo for generations through the dominant male class.
From the Paper
"Besides the inclusion of disadvantaged students being at the receiving end of the ?banking? approach to education, in general most individuals are also oppressed. Educational as it is known is an ideological apparatus of the ruling class in society. So, it is through this apparatus that the masses are controlled. The curriculum so designed to educate the masses aid the ideological apparatus in maintaining control. Hence, by society the masses accepting the curriculum as good or are unaware that there can be other approaches to learning they help the ruling class maintain power."
| |
|
Paulo Freire?s ?The ?Banking? Concept of Education?, 2004.
This paper discusses Paulo Freire?s book, ?The 'Banking' Concept of Education?, the classroom situation in which the student must only comprehend the thoughts of the teacher.
865 words (approx. 3.5 pages), 1 source, MLA, $ 30.95
»
Click here to show/hide summary
Abstract
This paper relates that Freire suggests that a method to counter ?banking? education is a ?problem-posing? education, or cooperative cognition. The paper states that, within the ?problem-posing? method, the authoritative power becomes useless; arguments that must be taken on faith become irrelevant. The author states that he does not support Freire?s position because he does not feel that he is being dehumanized in the lectures, nor are teachers his oppressors.
From the Paper
"The aspect of time deserves more attention in the discussion of the ?problem-posing? method. That which may seem quick and efficient in the short-term may prove to be tedious and sorely inefficient in the long-term. A teacher that expresses something she holds to be true to a group is quick and easy. It can be argued that more topics are addressed, but how much is retained by the receptacles of this quick and easy method? Letting the discovery occur naturally, will inherently take much longer with respect to time, but how much of this will be held in the continual cognition of the being? In addition, a method of examination would be equally or more difficult to create for this continuously changing knowledge acquisition. This increase in the expectations of the teacher might compensate for the lesser role in the class group setting. Nothing can be created in advance that will continue to be concrete over time."
| |
|
Paulo Freire and Walker Percy?s ?Liberal Method? of Education, 2002.
This paper discusses the work of Paulo Freire and Walker Percy who revolutionized the traditional view of educational thought.
1,475 words (approx. 5.9 pages), 6 sources, APA, $ 48.95
»
Click here to show/hide summary
Abstract
This paper discusses the methods and observations Freire and Percy use to explain that ?true knowledge? is not measured by good academic standing, but rather by how an individual effectively relates what he learns to real life. The author states that just as the students adjust themselves to material facts and reality, instructors, in the same way, must adapt to the constant change that occurs to his/her student?s learning.
From the Paper
"Walker Percy?s thesis is that people will experience learning if they will not allow themselves to be influenced by preconceived notions and ideas about things that they want to discover and explore. He stated that people do not learn in the real sense because they lack the ?surprise of discovery?, an essential requirement for learning. An example supporting this statement can be found as an example in Percy?s essay."
| |
|
"Education for Critical Consciousness", 2006.
This paper is a personal review of popular educator and philosopher Paulo Freire's "Education for Critical Consciousness", which examines society's many flaws.
980 words (approx. 3.9 pages), 3 sources, APA, $ 34.95
»
Click here to show/hide summary
Abstract
This paper explains that Paulo Freire is adamant in his belief that societal transformation can only come about when all persons recognize their membership in the human race and their potential to serve as change agents through shared dialogue and a desire to understand the plight of others, regardless of socioeconomic status, racial, ethnic or religious barriers. The author points out that educators must take into consideration all cultural, religious and spiritual factors, which attribute to a person's experience as a human being and their self-described place in the world to attempt to engage with others to transform the world. The paper relates that the author, who is a social work student, believes that change is possible based on Freire's position presented in this book. Long quotations.
From the Paper
"In the book, "Education for Critical Consciousness", written by popular educator and philosopher, Paulo Freire, readers are presented with the opportunity to critically examine society and its many flaws through the hopeful lenses of social justice, education, humanity, and shared dialogue by all members of society. Similar to the themes expressed in Dorfman's poem, written one year following September 11, Freire is adamant in his belief that societal transformation can only come about when all persons recognize their membership in the human race and their potential to serve as change agents through shared dialogue, reflection and action, and a desire and willingness to understand the plight of others, irregardless of socioeconomic status, racial, ethnic, and/or religious barriers."
| |
|
"Pedagogy of the Oppressed" by Paulo Freire, 2000.
A review of the work on a revolutionary educational theory designed to fight Third World adult illiteracy as applied to American public schools.
3,375 words (approx. 13.5 pages), 4 sources, $ 119.95
»
Click here to show/hide summary
Abstract
"This paper is a discussion of one of the more radical and influential theories of education, Paulo Freire's Pedagogy of the Oppressed, and its relationship and applicability to the proposed reauthorization of the Elementary and Secondary Education Act (ESEA), the guidelines used by public schools throughout America to determine the effectiveness and purposes of elementary and secondary school education.
From the Paper
"This paper is a discussion of one of the more radical and influential theories of education, Paulo Freire's Pedagogy of the Oppressed, and its relationship and applicability to the proposed reauthorization of the Elementary and Secondary Education Act (ESEA), the guidelines used by public schools throughout America to determine the effectiveness and purposes of elementary and secondary school education. Freire, a Brazilian educator and theorist, was driven from his native Brazil by a military coup, an act that allowed him to bring his revolutionary approach to pedagogy directly to other educational systems. Although conceived as a response to adult illiteracy within oppressive Third World regimes, Freire's unique way of looking at education in general has strongly influenced educational philosophy in many other settings. This paper considers whether his radical..."
| |
|
"Pedagogy of The Oppressed" ( Paulo Freire ), 1997.
Critical review of work on politics, psychology, education & liberation of the poor & hungry.
1,350 words (approx. 5.4 pages), 1 source, $ 47.95
»
Click here to show/hide summary
From the Paper
" Pedagogy Of The Oppressed
Introduction
In 1929, the economic crisis in the United States affected Brazil; Paulo Freire's middle-class family began to experience the life of the poor. Living with the agony of hunger and its resulting listlessness, lead Freire to dedicate his life to the struggle against hunger. He decided that education was a major instrument involved in oppression and hunger, and developed a new and creative philosophy of education. His method of teaching has been thought of as an instructional instrument for teaching the Third World; people were taught to overcome traditional structures with knowledge of how become a person and enter the modern world. The Pedagogy of the Oppressed was the first of his writings to be published in the United States (Shaull, as cited.."
| |
|
?The Banking Concept of Education?, 2004.
A review of the essay, ?The Banking Concept of Education?, by Paulo Freire.
780 words (approx. 3.1 pages), 4 sources, MLA, $ 27.95
»
Click here to show/hide summary
Abstract
This paper examines "The Banking Concept of Education", an essay written by Paulo Freire, which explains how education is really a tool that is used continuously to oppress the poor. It explores how the banking concept of education is the idea that the teacher teaches, and the student learns from that teacher by utilizing the basic drills, memorization, and repetition. It also looks at how an adult can have the thinking process greatly enhanced by learning the basics, such as the alphabet, reading, eventually, and then writing, not necessarily in that order, and how, once those basics are learned, then the adult can use the combinations of those skills to perform more complex cognitive processes.
From the Paper
"The overall idea of the banking concept is that when a person like you or I are researching a topic in the library for example, the reason we can achieve this feat is because of the basics of education we have already been taught. For example, if we were to study China, we would need some understanding of reading, writing, geography, etc. The banking concept has worked well presenting those basics, at least for the affluent nations of the world. However, we may have chosen a different path had we not been taught those basics. If a homeless child in the ghettos of Rio needs to learn something, he will not be as prepared to utilize banking concepts because his immediate needs are different. Maslow has pointed out; I may be looking for food or shelter, not an alphabet in the homeless scenario."
| |
|
"Banking Concept of Education", 2002.
This paper is a review of the essay, "Banking Concept of Education," that was written by Paulo Freire that condemns contemporary education.
1,400 words (approx. 5.6 pages), 4 sources, MLA, $ 46.95
»
Click here to show/hide summary
Abstract
This paper is an interpretation of Paulo Freire's essay, "Banking Concept of Education" and its limitation in society. The author points out that the banking concept of education assumes that the student is ignorant and that the teacher is the only one who has any knowledge so that the entire education process is flawed from the start because of this premise. The author argues that until there is a way to encourage a free flow, or dialogue between educator and student the problems in education will remain, even as new curricula are introduced.
From the Paper
"When we study the curriculum across the country, we realize that it is designed to integrate the experience a diverse population within the standard postsecondary curriculum. The courses have been revised and reformed to allow a more universal view of the environment. The curriculum is flexible and unbiased and thus, modern in its conception. Yet, the manner in which we teach it limits the effects of the design. Thus, how we teach is as important as what we teach. For many people, the word "pedagogy" signifies classroom techniques designed to transmit knowledge from teacher (and text) to students. Traditional pedagogics employ what Paulo Freire calls "the 'banking' concept of education," in which "knowledge is a gift bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing."(4)"
| |
|
?Pedagogy of the Oppressed?, 2002.
Discusses Paulo Freire's educational theory "Pedagogy of the Oppressed" in relation to American education.
3,668 words (approx. 14.7 pages), 5 sources, APA, $ 101.95
»
Click here to show/hide summary
Abstract
This paper is a discussion of one of the more radical and influential theories of education, Paulo Freire's "Pedagogy of the Oppressed" and its relationship and applicability to the proposed reauthorization of the Elementary and Secondary Education Act (ESEA), the guidelines used by public schools throughout America to determine the effectiveness and purposes of elementary and secondary school education. Freire, a Brazilian educator and theorist, was driven from his native Brazil by a military coup, an act that allowed him to bring his revolutionary approach to pedagogy directly to other educational systems. Although conceived as a response to adult illiteracy within oppressive Third World regimes, Freire's unique way of looking at education in general has strongly influenced educational philosophy in many other settings. This paper considers whether his radical approach, which argues that truly effective education can only be achieved as a participatory process, without which it perpetuates the destructive roles of oppressor and oppressed, can have any relevance within the traditional American academic process. Looking at ESEA guidelines from a Freirean perspective allows the educational scholar to reconsider the effectiveness of this traditional approach and contemplate the philosophical underpinnings that inform it.
From the Paper
"The act goes through each of the four themes, making detailed recommendations about how each can be achieved. It is singularly lacking, however, in two critical areas. First, it does not provide for a comprehensive plan for funding these recommendations, because it does not spell out the steps necessary to reach these ambitious goals. For example, one recommendation for raising classroom standards is to support educational options, such as establishing more magnet schools, but the act gives no indication of how much these measures might cost or how those costs might be met."
| |
|
Education Theories, 2006.
Examines the theories of two writers on education, P. Freire and H. Kohl.
1,928 words (approx. 7.7 pages), 2 sources, MLA, $ 61.95
»
Click here to show/hide summary
Abstract
The paper discusses the thoughts of P. Freire who came out against the traditional narrative style of teaching and proposed other options in his work, "Pedagogy of the Oppressed". It also looks at the writings of Herbert Kohl who seeks to put into practice the theories of freedom and equality set out in Freire's work.
From the Paper
"The word is the basis of the dialogue. Dialogue by definition cannot be reduced to depositing ideas into students' brains, because the word as an act of creation belongs to everybody. In recognizing and using dialogue in the classroom, both teachers and students can work for mutual liberation. Teachers, and in fact the entire education system, should commit themselves to the idea of liberation in the classroom. In this way the dialogue can restore faith in the human power to create and recreate, if used correctly by the teacher."
| |
|
Consciousness, 2002.
A discussion of the many notions of consciousness and if they are all equally problematic.
2,472 words (approx. 9.9 pages), 6 sources, MLA, $ 75.95
»
Click here to show/hide summary
Abstract
This paper attempts to answer the question ?what are the various concepts the term ?consciousness? picks out?? It outlines six different notions of consciousness, self-consciousness, minimal consciousness, perceptual consciousness, phenomenal consciousness, access consciousness and higher order consciousness and shows why they are not equivalent. It examines how every one of these concepts of consciousness is problematic in that they have all alluded a complete scientific explanation and how phenomenal consciousness and perceptual consciousness are more likely to allude scientific analysis than the others.
From the Paper
"Matters are different, however, when it comes to phenomenal consciousness (and therefore perceptual consciousness, for remember that perceptually conscious mental states are a subset of the phenomenally conscious ones). To be sure, phenomenally conscious mental states can and do represent the world and play an important role in producing behavior. That?s why so many mental states are both phenomenally conscious and access conscious. But an explanation of the functional role phenomenally conscious states play in can never be a complete explanation of those states. For such an explanation will inevitably leave something out of the picture. What will it leave out? An explanation of the subjective quality of the experience?something that can differ from individual to individual."
| |
|
Language, Consciousness, and Reality, 2005.
Examines Starhawk's philosophy that language shapes consciousness and consciousness shapes reality.
900 words (approx. 3.6 pages), 0 sources, $ 35.95
»
Click here to show/hide summary
Abstract
This paper focuses on Starhawk's philosophy that language shapes consciousness and consciousness shapes reality. Within the paper it is shown that Starhawk's belief is that language can have a deciding factor on a person's perception of themselves, and through this perception they develop concepts of reality in their consciousness. Therefore, this perception then shapes their reality.
From the Paper
"Reality, according to Starhawks, is a state in which we must find definition. It is how we define reality within our consciousness that ultimately determines the type of power that will control our lives. As individuals, what we perceive to be real will be. What we believe to be true will happen. The key to discovering a harmony in life is to come to the realization that people do have a final say in how their lives will be lived, and through the consciousness every individual can make that choice. To understand how this is possible the individual must first comprehend that there are powers in the world. Starhawks contends that there is the "power-over" which is any power that comes from outside of the individual that is controlling."
| |
|
Consciousness, 2002.
A review of the various methods that have been used to study the nature of consciousness.
2,553 words (approx. 10.2 pages), 6 sources, MLA, $ 77.95
»
Click here to show/hide summary
Abstract
This paper attempts to define the phenomena of consciousness. It studies the claims of scientists like John Searle, that there is a reductive, scientifically explainable process that results in consciousness. It discusses how philosophers like David Chalmers criticize the reductive explanation and how Chalmers argues for a more nuanced, dualistic view, one that recognizes the phenomenon?s more subjective and qualitative aspects.
Outline
Definitions of Consciousness
Is Consciousness Scientifically Explainable
The Limits of Scientific Explanation
Chalmers? Naturalist Dualism
Evaluation of the Scientific Model and Chalmers? Critiques
Conclusion
From the Paper
"The advent of computer technology and artificial intelligence has led to a refinement of the mind-body problem. A more accurate term would be the mind-brain relationship, as scientists are identifying the mind with the brain. The biochemical and biophysical findings continue to shed more light on mental actions and conscious thought. Many scientists now believe that brain processes are themselves mental processes, and that a scientific understanding of consciousness and other mental phenomenon rests on a greater understanding of the brain itself."
| |
|
"Double Consciousness", 2003.
A review of W.E.B Dubois literary piece "Double Consciousness".
1,457 words (approx. 5.8 pages), 1 source, MLA, $ 48.95
»
Click here to show/hide summary
Abstract
This paper examines W.E.B Dubois literary piece "Double Consciousness" about the conflict focusing around the life of colored people and their struggle to live life bound by the intense realms of racial injustice in a prejudicial American society. It looks at how Dubois shows how blacks had to live their life on a day to day basis, thinking of themselves with a ?double consciousness.? In one consciousness, colored people looked at themselves with an allegiance and pride of their African culture and its traditions and in the other were coerced to look at themselves in the way that the dominant culture perceived them to be. It shows how Dubois uses such techniques like mighty phrases of repetition, symbolic structures and unique narrative tone in order to convey his concept of ?double consciousness? into the mind of the reader.
From the Paper
"Furthermore, Dubois utilizes more elements of structural devices that enrich his essay. In the third paragraph of Dubois? literary piece, his tone is quite unique in relaying a message to the reader. In this last paragraph, Dubois places no periods until nearly the end of the paragraph. Indeed, the author does this for it provides the structure of the essay with a unique rhythm that overwhelms the reader with a series of ideas and vital conceptions. The narrative technique here raises the tone of the literary piece while formulating tension and surprise, which coerces the reader to keep reading to see how this immense tension will resolve."
|
|
|
