scholarly journals Authority Through Freedom. On Freire’s Radicalisation of the Authority-Freedom Problem in Education

2018 ◽  
Vol 5 (1) ◽  
pp. 57
Author(s):  
Jones Irwin
Keyword(s):  
Philosophy Of Education ◽  
Political Life ◽  
Philosophical Perspective ◽  
Educational Vision ◽  
Dependent Relationship ◽  
Pedagogy Of The Oppressed ◽  
Pedagogy Of Hope ◽  
The Times ◽  
The 1960S ◽  
Experiential Analysis

Paulo Freire’s approach to the question of ‘authority and freedom’ in education and teaching (as well as in the political sphere), takes its cue from his early and radical approach to literacy education in Brazil in the 1960s. However, the radical democratic thrust of this educational vision meets very significant political resistance in Brazil and Freire spends 30 years in exile. This essay explores how this Freirean approach needs to be contextualised in the specifically Brazilian context. However, it also explores his original contribution to the wider problematic of authority and freedom in the Philosophy of Education. In Freire, there is a simultaneous critique of traditionalism and progressivism (not dissimilar to Dewey’s in Experience and Education) and this allows Freire to reconceptualise the relation between authority and freedom in education. We explore how Freire’s 1968 text Pedagogy of the Oppressed articulates this understanding very clearly and from a very strong conceptual-philosophical perspective. In the latter part of the essay, we look at how Freire’s later work, in for example Pedagogy of Hope: Reliving Pedagogy of the Oppressed, represents a return to a more experiential analysis of the question of authority and freedom in education. Nonetheless, while recognising the need for a philosophy of education to develop «in a manner in keeping with the times», there is also a very strong continuity between the early and later work in this understanding. In brief, in both his earlier and later work, Freire develops an understanding of an «authority through freedom», a co-dependent relationship between these two variables in pedagogy, as also in political life.

scholarly journals Educação popular e emancipação: a "Pedagogia do oprimido" como projeto contra-hegemônico das classes subalternas / Popular education and emancipation...

2020 ◽  
Vol 10 (1) ◽  
pp. 94
Author(s):  
José Henrique Singolano Néspoli
Keyword(s):  
Philosophy Of Education ◽  
Popular Education ◽  
Paulo Freire ◽  
Point Of View ◽  
Individual Work ◽  
Pedagogy Of The Oppressed ◽  
Popular Classes ◽  
The 1960S ◽  
The Relationship

O artigo pretende examinar as relações entre educação popular e emancipação presentes na Pedagogia do Oprimido desenvolvida por Paulo Freire. Segundo este autor, as práticas de educação popular se definem fundamentalmente pelas relações que elas estabelecem com as lutas emancipatórias empreendidas pelos oprimidos. Deste ponto de vista, o texto procura analisar o processo de constituição e emergência histórica do método Paulo Freire no cenário político e educacional brasileiro dos anos 1960 tendo por objetivo examinar as relações que a Pedagogia do Oprimido estabeleceu com as lutas dos trabalhadores e das camadas populares pela emancipação das classes subalternas naquele contexto. Com base nesta perspectiva, o texto aborda a Pedagogia do Oprimido não como uma obra individual de um autor específico, mas como expressão orgânica das classes subalternas e de seu projeto contra hegemônico de transformação da sociedade.Palavras-chave: História e filosofia da educação, educação e política, Paulo Freire, emancipação das classes subalternas. Abstract: The article aims to examine the relationship between popular education and emancipation present in the Pedagogy of the Oppressed developed by Paulo Freire. According to this author, the practices of popular education are fundamentally defined by the relations they establish with the emancipatory struggles undertaken by the oppressed. From this point of view, the text seeks to analyze the process of constitution and historical emergence of the Paulo Freire method in the Brazilian political and educational scenario of the 1960s with the objective of examining the relations that the Pedagogy of the Oppressed established with the struggles of workers and the popular classes for the emancipation of the subaltern classes in that context. From this perspective, the text approaches the Pedagogy of the Oppressed not as an individual work of a specific author, but as an organic expression of the subaltern classes and their counter-hegemonic project of transformation of society.Keywords: History and philosophy of education, education and politics, Paulo Freire, emancipation of subaltern classes.

scholarly journals Philosophy of Education in Times of Crises and Pandemics

2021 ◽  
Vol 11 (11) ◽  
pp. 687
Author(s):  
Marianna Papastephanou
Keyword(s):  
Critically Ill ◽  
Philosophy Of Education ◽  
Political Risks ◽  
Educational Vision ◽  
Education Today ◽  
The Times ◽  
Medical Metaphors

In much of the philosophy of education today, diagnoses of socio-political pathologies underpin visions of a more desirable, democratic future. However, the very philosophical act of making an educational vision responsive to (and dependent on) crises of the times is rarely, if ever, critiqued. On the contrary, a pattern of standardised research steps is being consolidated, one that reflects medicalised politics of identifying a critically “ill” present, offering “cures” that promise a better future. In this article, it is argued that this pattern has major epistemic and political risks. It may jeopardise the quality of educational–philosophical research, and it may make philosophy of education overlook new, undemocratic politics. This article briefly discusses the pattern, and then the risks of the medical metaphors on which the pattern relies. One such risk concerns what counts as politically “ill” in “pandemic times”, and new polarisations, such as “the vaccinated versus the unvaccinated”, may thus be introduced. Finally, the article suggests that philosophy of education should consider some de-medicalisation of the notion of pandemics.

Generational Change and Continuity in British Partisan Choice

1976 ◽  
Vol 6 (3) ◽  
pp. 364-368
Author(s):  
Paul R. Abramson
Keyword(s):  
Social Class ◽  
Strong Relationship ◽  
Political Life ◽  
Generational Change ◽  
The 1960S ◽  
The Relationship

The strong relationship between social class and partisan choice is one of the most extensively documented facts of British political life; but that relationship declined markedly during the 1960s, as Butler and Stokes have shown. Their lucid documentation of the declining class–party nexus is among the major findings of the second edition of their book, and, as class-based partisanship is particularly low among the young, many might conclude that the relationship between class and party will continue to decline in future. It would, however, be premature to reach this conclusion.

scholarly journals The Nature and Practices of Social Justice in the View of Sayyid Qutb

2009 ◽  
Author(s):  
ASYRAF HJ. AB. RAHMAN
Keyword(s):  
Social Justice ◽  
Political System ◽  
Political Life ◽  
The Political ◽  
Journal Articles ◽  
Existing Problems ◽  
Human Situation ◽  
Sayyid Qutb ◽  
The 1960S ◽  
Alternative Solutions

This paper discusses the nature of social justice as enunciated by Sayyid Qutb, an Egyptian prominent scholar in the 1960s. Failure of the political system, economic disparity, coupled with the British interference in many aspects of Egyptian socio-political life led to the so called ‘Egyptian disillusionment’ with the existing problems facing their country. Qutb’s notion of social justice is all embracing; spiritual and material life, and is not merely limited to economic justice. Together with other Egyptian intellectuals like Najib Mahfuz, Muhammad al-Ghazali, and Imad al-Din Abd al-Hamid, Sayyid Qutb managed to propose some alternative solutions in the form of writings including that of books and journal articles. Some major issues discussed in Sayyid Qutb’s works:’al-Adalah al-Ijtimaiiyah fil Islam, Ma’rakat al-Islam wal Ra’samaliyyah and his article al-Fikr al-Jadid, will then be analyzed as to see their importance in articulating some social solutions in a practical and realistic manner, in true accord both with the spirit of Islam and the contemporary human situation.  

La casa di Giandomenico Belotti a Fogajard

ARCHALP ◽  
2021 ◽  
Author(s):  
Davide Fusari ◽  
Roberto Paoli
Keyword(s):  
Reinforced Concrete ◽  
Free Time ◽  
Concrete Walls ◽  
Reinforced Concrete Walls ◽  
The Times ◽  
The 1960S ◽  
Family House

This essay presents the Saccomani family house, designed in the 1960s by Giandomenico Belotti in Fogajard, a cluster of isolated farmsteads near Madonna di Campiglio where, to this day, one may still breathe the farming life atmosphere of the times gone by. The clients developed a particular affection for the place and chose it for their free time. A bond is created and lives through a project that interprets the theme of the refuge in a modern way. Built at the margins of the meadows, at the limit of the woodland, the architecture abstracts the elements of tradition and translates them with today’s language, with no winking or analogies. The dry appearance of the exteriors, made of reinforced concrete walls, timber infills and a cantilevering horizontal roof, is matched by warm and welcoming interiors made of wooden and textile elements. It is through the architect’s coherent approach and his friendship with a passionate client that this work finds its particular shape, giving life to an authentic and honest experience of Alpine dwelling.

From a Pedagogy of the Oppressed to a Pedagogy of Hope

2018 ◽  
pp. 1-13
Author(s):  
Maria del Pilar O'Cadiz ◽  
Pia Lindquist Wong ◽  
Carlos Alberto Torres
Keyword(s):  
Pedagogy Of The Oppressed ◽  
Pedagogy Of Hope

Comparing Régime Performance in Africa: the Limitations of Cross-National Aggregate Analysis

1980 ◽  
Vol 18 (1) ◽  
pp. 99-126 ◽  
Author(s):  
John Ravenhill
Keyword(s):  
Third World ◽  
Armed Forces ◽  
Corporate Identity ◽  
Political Life ◽  
Positive Contribution ◽  
Institutional Performance ◽  
Officer Corps ◽  
The 1960S ◽  
The Third World ◽  
The Impact

The continuing prominence of coups d'état in the political life of the Third World has sustained interest in the question of whether, and in what circumstances, the armed forces are capable of making a positive contribution to modernisation. During the 1960s, a number of scholars began to take a favourable view of the military's modernising potential based on ideal-typical conceptions of armed-force organisations which, in Henry Bienen's felicitous phrase, were ‘unencumbered by empirical detail’.1 A second dimension of support for the positive image was perceived in the attitudes and class background of the officer corps.2 Critics of this viewpoint questioned the accuracy of these characterisations given the impact that transfer to a different socio-economic and political context has on institutional performance. Case-studies of Third-World militaries found that many lacked a single corporate identity, suffering from factionalism along cleavages of age, ethnicity, and regionalism; organisational cohesion was undermined by a proliferation of patron-client relationships.3 The motives for staging coups also were questioned, the military being perceived as particularly well-equipped to defend and pursue its corporate interests.1

To the Beat of “The Walrus”: Uruguayan Communists and Youth Culture in the Global Sixties

2014 ◽  
Vol 70 (3) ◽  
pp. 363-392 ◽  
Author(s):  
Vania Markarian
Keyword(s):  
United States ◽  
Latin American ◽  
Youth Culture ◽  
The United States ◽  
Political Life ◽  
Cultural Representations ◽  
Political Identities ◽  
Youth Movements ◽  
The 1960S ◽  
The Relationship

In the 1960s, a generation of Latin American youth entered political life inspired by a heroic view of activism tiiat coincided, often contentiously, with the spread of new cultural trends from youth movements in Europe and the United States. This study focuses on how the notions of “being young” in circulation at the time affected the construction of political identities in Uruguay, particularly among the different branches of the Uruguayan left. I am especially interested in analyzing the relationship between the cultural representations of youth and the requirements for activism as conceived by these Uruguayan leftist groups.

scholarly journals A Critical Introduction to Khomeini

2015 ◽  
Vol 32 (3) ◽  
pp. 126-130
Author(s):  
Mojtaba Ebrahimian
Keyword(s):  
Political Thought ◽  
Gender Issues ◽  
Political Life ◽  
Political Activity ◽  
Strong State ◽  
Iranian Studies ◽  
Iranian History ◽  
English Speaking ◽  
Ayatollah Ruhollah Khomeini ◽  
The 1960S

Ayatollah Ruhollah Khomeini (1902-89) is undoubtedly one of the twentiethcentury’s key international revolutionary figures whose role is definitive tomodern Iranian history. A massive amount of scholarship has been producedin Iran about him; this is not the case, however, in the English-speaking world.This publication by a collection of eminent scholars of Iranian studies, therefore,examines the critical impact of his political thought and religious philosophywithin and beyond Iran.In “Introduction,” editor Arshin Adib-Moghaddam provides a brief summaryof Khomeini’s political life before, during, and after the revolution. Inhis view, the Islamic Republic’s revolutionary discourse not only triggeredunprecedented sociopolitical changes, but also influenced the subjectivity ofIranian citizens. Moreover, he maintains that the two pillars of the ayatollah’spolitical thought were a “strong state” and “independence from foreign influences,”which are still adamantly pursued today (p. 15).Fakhreddin Azimi, in “Khomeini and the ‘White Revolution,’” looks atthe social context of his rise to prominence in the pre-revolutionary decades.With the dissolution of Reza Shah’s autocratic rule in 1941, secular and leftistdiscourses gained enough momentum to threaten the religious establishment.Despite these changes, the leading Shi‘i ulema maintained a quietist stanceuntil the middle of twentieth century (p. 19). During the 1960s, Khomeini initiatedhis rigorous anti-Shah political activity by combining “a stern moralismon gender issues and sociopersonal freedoms” with “forceful professions of ...

scholarly journals A Study of Educational Vision of Aurobindo Ghosh

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Chanda Rani
Keyword(s):  
20Th Century ◽  
Philosophy Of Education ◽  
Education Curriculum ◽  
Modern Life ◽  
Philosophy Of Life ◽  
Educational Vision ◽  
Educational Concept ◽  
The World ◽  
Philosophical Contribution ◽  
Modern Era

Philosopher Aurobindo Ghosh (1872-1950) was a great philosopher and educationalist. He can be viewed as a 20th-century renaissance person. He was born in Kolkata, India and completed his education from England. He built an Ashram which is famous as ‘Aurobindo Ashram’ all over the world. His philosophy of life was based on Vedas and Upanishads. He emphasized that Education should be in accordance with the need of our Modern life. The present paper highlights the Philosophical contribution of Aurobindo in education. This paper emphasis on educational concept, Aims of education, curriculum, methods of teaching, teacher-taught relationship, discipline and finally the implementation of Aurobindo’s philosophy of education in the modern era.

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