Paulo Freire, Ira Shor's A pedagogy for liberation: dialogues on transforming PDF

By Paulo Freire, Ira Shor

… essentially the most very important books for American lecturers. . . . should you educate, learn it on one of many days if you are looking to give up. You'll both continue educating or surrender with a clearer head. Democratic Schools

Highly suggested. . . . Written in a slightly fascinating manner--primarily as a conversation--this e-book serves properly as an off-the-cuff but rigorous therapy of serious pedagogy. there's a passable mix of theoretical research and useful own anecdote. . . . The textual content is easily researched. selection

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Additional info for A pedagogy for liberation: dialogues on transforming education

Example text

Afterwards the class takes your very speech as an object to be thought about. Do you see? You take your speech as a kind of oral codification of a problem, now to be decodified by the students and you. This is tremendously critical. I hear many questions from teachers about the lecture format Ira versus the dialogue format, so it's a good time to speak about the lecture as a verbal codification of reality, rather than as an oral transfer-of-knowledge from the teacher to the students, a problem-posing illumination which criticizes itself and challenges students' thinking rather than a delivery system of pre-packaged information passed out verbally in the classroom.

It is displayed to them in their training as the pedagogy for the professional, for the expert. Teachers see so few good discussion classes, that they shy away from testing their own skills as discussion leaders. They hear few compelling, critical lecturers. They also get little voice and drama 44 A Pedagogy for Liberation training which gives them confidence in their own verbal creativity. On the other hand, students are conditioned to be passive when the teacher starts lecturing, so their inactivity is the trap waiting for us in the lecture mode.

To the extent I could prove to them that they could learn, when I challenged them, they felt more free. I perceived this kind of progress in students, but at that time I was still very far from seeing the politics in this situation. Students told me about their feelings of freedom in classes of 30 or 35 as well as individually in their homes when I tutored them privately. I got very dynamic feelings from them. My te&ching was a mixture then of traditional and critical ways of instruction. I explained the rules of correct usage in class but above all I challenged them to write small papers, which I read and then used one at a time as the text for a whole hour's class, using their own writings as 28 A Pedagogy for Liberation examples of grammar and syntax, analyzing what they were writing about.

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