Education for Liberation, Education for Dignity

2021 ◽  
Author(s):  
Wesley A. Stroud
Keyword(s):  
Liberation Education

scholarly journals Desain Pendidikan Pembebasan Bagi Anak Berkebutuhan Khusus sebagai Jalan Humanisasi

2019 ◽  
Vol 2 (1) ◽  
pp. 49
Author(s):  
Lourine Sience Joseph
Keyword(s):  
Special Needs ◽  
Educational Innovation ◽  
Children With Special Needs ◽  
Self Awareness ◽  
Human Being ◽  
Human Beings ◽  
Interesting Phenomenon ◽  
Liberation Education ◽  
Education Innovation ◽  
Descriptive Approach

Issues of Liberation Education for children with special needs (Heward), (Wiyani 2014: 2) become a n interesting phenomenon that requires educational innovation. the philosophy of ABK education innovation is liberation both physically and psychologically, as human beings. Bandhie Delphie (2012: 2) revealed that children with special needs have their own learning characteristics and specificities. Likewise, children with special needs at the Leleani PLB school and Pelita Kasih Ambon. They need a pattern of liberation education as a way of humanization. The purpose of this paper is to design liberation education to find patterns of education that free children with special needs. The implication is that every child will accept his existence as a free human being, an independent human being, especially a humanist person. The method used to collect and analyze problems based on research data is qualitative with a descriptive approach whose results are dialogue and communication with love and affection. Apart from that consientization (Freire, 1984: 41) self as a human being. The conclusion of liberation education through dialogue and communication in love and affection and the effort to build self-awareness of children with special needs is the design of liberation education for children with special needs as a way to discover the human nature of themselves as human beings. 

scholarly journals THE LIBERATION THEOLOGY OF ASGHAR ALI ENGINEER AND ITS RELEVANCE TO ISLAMIC EDUCATION OBJECTIVES

2019 ◽  
Vol 2 (1) ◽  
pp. 1-18
Author(s):  
Misbachol Munir ◽  
Nida’ul Munafiah
Keyword(s):  
Liberation Theology ◽  
Action Theory ◽  
Human Freedom ◽  
Theory And Practice ◽  
Islamic Education ◽  
Human Values ◽  
Human Personality ◽  
Liberation Education ◽  
Prophetic Mission

Abstract:  Islamic education has a "prophetic” mission as an agent of liberation. The liberation paradigm can be realized with praxis, namely between reflection and action, theory and practice, and faith and charity. Therefore, Islamic education must be able to bear human freedom and social spirit and be able to face challenges amid global life. Asghar Ali Engineer is a progressive Muslim from India trying to understand Islam through liberation theology. The relevance of the theology of the liberation of Asghar Ali Engineer with the aim of Islamic education, with the following formulations: first, education must be able to humanize humans (humanism). Second, Education must be able to liberate people (Liberation), Education at least able to free humanity from three things. Third, education that makes humans capable of realizing Rahmatan Lil Alamin Islam means that education must be able to restore separate human personality in the bondage of materialism dogma that denies human values ​​and is able to restore humanity to its glorious degree, namely through the approach to God Almighty One.

scholarly journals Η ευδαιμονία ως σκοπός της παιδείας στο πλαίσιο του ευρωπαϊκού και του νεοελληνικού διαφωτισμού

2019 ◽  
Author(s):  
Όλγα Χριστοδουλίδου
Keyword(s):  
Political Philosophy ◽  
18Th Century ◽  
Well Being ◽  
Modern Greek ◽  
Liberation Education ◽  
Greek Manuscript ◽  
Spiritual Movement ◽  
Relationship Of ◽  
First Time ◽  
The Relationship

The Ph.D. Thesis consists, in addition to the Introduction, of two Parts and one Appendix. Part One deals with European Enlightenment as a spiritual movement and the dimensions that the idea of eudaimonia as an aim of education has taken in its context. Part Two deals with how Greek scholars of Modern Greek Enlightenment, and especially scholars within the ideological circle of Adamantios Korai, approached the idea of eudaimonia or “happiness on earth” as the object of education. The thesis explores the meaning of education specifically for Greeks as a means of happiness, as it is primarily understood as a means of spiritual and political liberation. Education can lead to prosperity and prosperity, which is conditionally based on freedom, both political and individual, should be pursued through an educational content of both moral philosophy, political philosophy, and a properly structured Christian education. Part One, which contains 4 chapters, presents the problem of European Enlightenment in relation to education, in order to establish the relevance of Modern Greek to European Enlightenment in relation to the interconnection of education and eudaimonia. Part Two, dealing with Modern Greek Enlightenment, examines how scholars belonging to the Korai ideological circle approach the relationship of happiness and education. Following is an Appendix presenting, briefly but for the first time, an 18th-century Greek manuscript dedicated to the collection of the Holy Archimandrite of Aigio, which saves a work entitled Practical Philosophy under the name of Antonios Moschopoulos (1718-1788). The work, among others, deals with issues of Ethical and Political Philosophy and addresses the issue of the relation of education and well-being. A precise table of comparison of the chapters between the Greek manuscript and the original Latin work written by Ludwig Philipp Thümmig (1697-1728), a student of Christian Wolff (1679-1754) is also given. In summary, the originality of the thesis lies in the following. (1) For the first time, an overall view is given of the concept of eudaimonia in the ethical and political texts of Modern Greek Enlightenment and its relation to education. (2) It is attempted to ascertain the equilibrium attempted in these Greek sources between “secular-earthy happiness” and “heaven bliss”. (3) It appears that the main source for the ethical and pedagogical ideas the Greek enlightenment scholars used, were the works of scholars representing the "moderate" stream of the European Enlightenment, which were translated or reproduced freely by modern Greek scholars.

scholarly journals O pensar e o conhecer na investigação pedagógica

2012 ◽  
Author(s):  
Mauricio Mogilka
Keyword(s):  
Education Research ◽  
John Dewey ◽  
Paulo Freire ◽  
Social Practices ◽  
Main Theme ◽  
Scientific Thought ◽  
The Social ◽  
Liberation Pedagogy ◽  
Liberation Education ◽  
The University

tema central deste artigo são os processos de aprendizagem em situações educativas, discutidos a partir de reflexões e conceitos de uma pedagogia da libertação, campo teórico e metodológico entendido aqui em um sentido amplo, envolvendo idéias, e um olhar, que se baseia em Paulo Freire, mas também em outros autores, como John Dewey (que influenciou muito a Freire). O trabalho está dividido em duas partes. Na primeira, o objetivo é analisar inicialmente o próprio discurso e a própria racionalidade que tenta entender a construção do saber nas situações educativas fora da universidade, isto é, o pensar científico nas faculdades de educação. Em seguida, o artigo procura demonstrar como o conhecimento e mesmo o pensar ocorrem em experiências acionais, não se constituindo em fenômenos puramente intelectuais, soberanos e transcendentes à experiência social. ABSTRACT: The main theme of this article are the learning process in educative situations, using the concepts and reflections of the liberation pedagogy, theoric and methodological field related to the thought of authors like Paulo Freire and John Dewey. (Dewey did influence Freire). This text is divided in two parts. In the first section, the goal is discuses the speech and the thought that try explain the construction of the knowledge outside of the university (the scientific thought in the education research). In the second section of this text, we emphasize that the knowledge and the scientific thought occur in experiences of the social practices. They are not intelectual, sovereign and purely transcendentes phenomena to the social experience. Key-words: thought; knowledge; pragmatism; liberation education

scholarly journals FILSAFAT PENDIDIKAN YANG MEMBEBASKAN DALAM PERSPEKTIF PENDIDIKAN ISLAM

2018 ◽  
Vol 13 (2) ◽  
pp. 287-320
Author(s):  
Samsul Bahri ◽  
Samsul Bahri
Keyword(s):  
Philosophy Of Education ◽  
Strategic Orientation ◽  
Islamic Education ◽  
Historical Approach ◽  
Islamic World ◽  
Education Philosophy ◽  
Global Partnership ◽  
Clear Vision ◽  
The World ◽  
Liberation Education

This paper examines the liberating philosophy of education in the perspective of Islamic education. The method used is descriptive-analytical with historical approach. This study found that liberation education philosophy became a mission in the world of Islamic education and has occurred in the time of the Prophet Muhammad until the golden age of Islam. However, after the decline of the Islamic world until now virtually a dichotomous virus has occurred, even liberation education philosophy no longer occurs in the world of Islamic education. Therefore, Islamic education should be able to be a means of liberation to prepare learners to plunge in people's lives. In addition, the dichotomy of science should be abolished by the view that science is all derived from Islam. Liberate education will be realized if Islamic education is willing to reorient: Having a clear vision, mission, and strategic orientation. Strong social, intellectual and moral legitimacy.to the society and respond to the demands of the era Managed with modern management that is professional, rational, open, accountable, humanist, has access, cooperation and global partnership.

scholarly journals Education for Black Liberation

2021 ◽  
Vol 23 (2) ◽  
Author(s):  
Krystal Strong ◽  
R. Nanre Nafziger
Keyword(s):  
Social Movements ◽  
Sunday School ◽  
Popular Education ◽  
Global South ◽  
Present Moment ◽  
Black Liberation ◽  
Intellectual Engagement ◽  
Pan African ◽  
Liberation Education ◽  
Education In Africa

Popular education has played a central role in Pan-African liberation struggles historically and in the present moment. In the period following African independence, social movements that emerged around and through education in Africa were informed by and in dialogue with related decolonial movements of the Global South. However, the specific contributions of Pan-Africanist revolutionaries to the broader philosophy and praxis of education for liberation is often under-appreciated. This paper explores this impact through Paulo Freire’s political and intellectual engagement with Pan-Africanist popular education movements, radical intellectuals, and broader revolutionary struggles. In considering Freire’s work in dialogue and practice with African revolutionary thinkers, this paper shows that, while Freire shaped elements of liberation education in Africa, he was also deeply shaped and influenced by the historical conditions of the time and key African revolutionaries who were struggling towards similar objectives. Additionally, we explore the continued salience of Freirean educational praxis in contemporary Pan-Africanist social movements, through the example of a present day online pedagogical experiment, the Pan-African Activist Sunday School and Solidarity Collective.

scholarly journals Nilai-Nilai Pendidikan Humanis dalam Surat An-Nisa Ayat 63

2019 ◽  
Vol 7 (2) ◽  
pp. 157-165
Author(s):  
Yeti Dwi Herti
Keyword(s):  
Religious Education ◽  
Human Being ◽  
Human Aspects ◽  
Humanist Education ◽  
Liberation Education

Abstract Humanist education is one method of learning that emphasizes the human aspects of each student. Through humanist education, each student will be formed into an independent human being. As explained in the Al-Quran, one of which is contained in the An-Nisa verse verse 63. In that verse, it contains the values ​​of humanist education. One of them is humanist-religious education and humanist-liberation education. Through these values ​​will form humans who have superior character, intellectual, physical, and spiritual. Keywords: an-nisa verse 63, humanist education, humanist-religious, humanist-liberation   Abstrak Pendidikan humanis merupakan salah satu metode dalam pembelajaran yang menekankan kepada aspek kemanusiaan masing-masing siswa. Melalui pendidikan humanis, setiap siswa akan dibentuk menjadi manusia yang merdeka. Seperti yang telah dijelaskan dalam Al-Quran, salah satunya yang terdapat di dalam surat An-Nisa ayat 63. Di dalam ayat tersebut, mengandung nilai-nilai pendidikan humanis. Salah satunya yaitu pendidikan humanis-religius dan pendidikan humanis-liberasi. Melalui nilai-nilai tersebut akan membentuk manusia yang memiliki keunggulan budi pekerti, intelektual, jasmani, serta rohani. Kata Kunci: an-nisa ayat 63, pendidikan humanis, humanis-religius, humanis-liberasi

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