The Resource Pedagogy of the oppressed, Paulo Freire ; translated by Myra Bergman Ramos
Pedagogy of the oppressed, Paulo Freire ; translated by Myra Bergman Ramos
Resource Information
The item Pedagogy of the oppressed, Paulo Freire ; translated by Myra Bergman Ramos represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in Waubonsee Community College.This item is available to borrow from 1 library branch.
Resource Information
The item Pedagogy of the oppressed, Paulo Freire ; translated by Myra Bergman Ramos represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in Waubonsee Community College.
This item is available to borrow from 1 library branch.
- Summary
- This text argues that the ignorance and lethargy of the poor are the direct result of the whole economic, social and political domination. The book suggests that in some countries the oppressors use the system to maintain a 'culture of silence'. Through the right kind of education, the book suggests, avoiding authoritarian teacher-pupil models and based on the actual experiences of students and on continual shared investigation, every human being, no matter how impoverished or illiterate, can develop a new awareness of self, and the right to be heard
- Language
-
- eng
- por
- eng
- Edition
- New rev. 20th-Anniversary ed.
- Extent
- 164 pages
- Note
- Translation of: Pedagogia del oprimido
- Contents
-
- Ch. 4.
- Antidialogics and dialogics as matrices of opposing theories of cultural action: the former as an instrument of oppression and the latter as an instrument of liberation; the theory of antidialogical action and its characteristics: conquest, divide and rule, manipulation, and cultural invasion; the theory of dialogical action and its characteristics: cooperation, unity, organization, and cultural synthesis
- Foreword
- Richard Shaull
- Ch. 1.
- The justification for a pedagogy of the oppressed; the contradiction between the oppressors and the oppressed, and how it is overcome; oppression and the oppressors; oppression and the oppressed; liberation: not a gift, not a self-achievement, but a mutual process.
- Ch. 2.
- The "banking" concept of education as an instrument of oppression -- its presuppositions -- a critique; the problem-posing concept of education as an instrument for liberation -- its presuppositions; the "banking" concept and the teacher-student contradiction; the problem-posing concept and the supersedence of the teacher-student contradiction; education: a mutual process, world-mediated; people as uncompleted beings, conscious of their incompletion, and their attempt to be more fully human.
- Ch. 3.
- Dialogics -- the essence of education as the practice of freedom; dialogics and dialogue; dialogue and the search for program content; the human-world relationship, "generative themes," and the program content of education as the practice of freedom; the investigation of "generative themes" and its methodology; the awakening of critical consciousness through the investigation of "generative themes"; the various stages of the investigation.
- Isbn
- 9780826406118
- Label
- Pedagogy of the oppressed
- Title
- Pedagogy of the oppressed
- Statement of responsibility
- Paulo Freire ; translated by Myra Bergman Ramos
- Language
-
- eng
- por
- eng
- Summary
- This text argues that the ignorance and lethargy of the poor are the direct result of the whole economic, social and political domination. The book suggests that in some countries the oppressors use the system to maintain a 'culture of silence'. Through the right kind of education, the book suggests, avoiding authoritarian teacher-pupil models and based on the actual experiences of students and on continual shared investigation, every human being, no matter how impoverished or illiterate, can develop a new awareness of self, and the right to be heard
- Cataloging source
- DLC
- http://library.link/vocab/creatorDate
- 1921-1997
- http://library.link/vocab/creatorName
- Freire, Paulo
- Dewey number
- 370.11/5
- Index
- no index present
- LC call number
- LB880.F73
- LC item number
- P4313 1993
- Literary form
- non fiction
- Nature of contents
- bibliography
- NLM call number
- LB 880.F73 P371 1993
- http://library.link/vocab/subjectName
-
- Freire, Paulo
- Freire, Paulo
- Freire, Paulo
- Education
- Popular education
- Critical pedagogy
- Critical pedagogy
- Education
- Popular education
- Pädagogik
- Unterdrückung
- Education
- Philosophy
- Label
- Pedagogy of the oppressed, Paulo Freire ; translated by Myra Bergman Ramos
- Note
- Translation of: Pedagogia del oprimido
- Bibliography note
- Includes bibliographical references
- Carrier category
- volume
- Carrier category code
- nc
- Carrier MARC source
- rdacarrier
- Content category
- text
- Content type code
- txt
- Content type MARC source
- rdacontent
- Contents
-
- Ch. 4.
- Antidialogics and dialogics as matrices of opposing theories of cultural action: the former as an instrument of oppression and the latter as an instrument of liberation; the theory of antidialogical action and its characteristics: conquest, divide and rule, manipulation, and cultural invasion; the theory of dialogical action and its characteristics: cooperation, unity, organization, and cultural synthesis
- Foreword
- Richard Shaull
- Ch. 1.
- The justification for a pedagogy of the oppressed; the contradiction between the oppressors and the oppressed, and how it is overcome; oppression and the oppressors; oppression and the oppressed; liberation: not a gift, not a self-achievement, but a mutual process.
- Ch. 2.
- The "banking" concept of education as an instrument of oppression -- its presuppositions -- a critique; the problem-posing concept of education as an instrument for liberation -- its presuppositions; the "banking" concept and the teacher-student contradiction; the problem-posing concept and the supersedence of the teacher-student contradiction; education: a mutual process, world-mediated; people as uncompleted beings, conscious of their incompletion, and their attempt to be more fully human.
- Ch. 3.
- Dialogics -- the essence of education as the practice of freedom; dialogics and dialogue; dialogue and the search for program content; the human-world relationship, "generative themes," and the program content of education as the practice of freedom; the investigation of "generative themes" and its methodology; the awakening of critical consciousness through the investigation of "generative themes"; the various stages of the investigation.
- Control code
- ocm26854347
- Dimensions
- 23 cm
- Edition
- New rev. 20th-Anniversary ed.
- Extent
- 164 pages
- Isbn
- 9780826406118
- Lccn
- 92039086
- Media category
- unmediated
- Media MARC source
- rdamedia
- Media type code
- n
- System control number
-
- (Sirsi) o26854347
- (OCoLC)26854347
- Label
- Pedagogy of the oppressed, Paulo Freire ; translated by Myra Bergman Ramos
- Note
- Translation of: Pedagogia del oprimido
- Bibliography note
- Includes bibliographical references
- Carrier category
- volume
- Carrier category code
- nc
- Carrier MARC source
- rdacarrier
- Content category
- text
- Content type code
- txt
- Content type MARC source
- rdacontent
- Contents
-
- Ch. 4.
- Antidialogics and dialogics as matrices of opposing theories of cultural action: the former as an instrument of oppression and the latter as an instrument of liberation; the theory of antidialogical action and its characteristics: conquest, divide and rule, manipulation, and cultural invasion; the theory of dialogical action and its characteristics: cooperation, unity, organization, and cultural synthesis
- Foreword
- Richard Shaull
- Ch. 1.
- The justification for a pedagogy of the oppressed; the contradiction between the oppressors and the oppressed, and how it is overcome; oppression and the oppressors; oppression and the oppressed; liberation: not a gift, not a self-achievement, but a mutual process.
- Ch. 2.
- The "banking" concept of education as an instrument of oppression -- its presuppositions -- a critique; the problem-posing concept of education as an instrument for liberation -- its presuppositions; the "banking" concept and the teacher-student contradiction; the problem-posing concept and the supersedence of the teacher-student contradiction; education: a mutual process, world-mediated; people as uncompleted beings, conscious of their incompletion, and their attempt to be more fully human.
- Ch. 3.
- Dialogics -- the essence of education as the practice of freedom; dialogics and dialogue; dialogue and the search for program content; the human-world relationship, "generative themes," and the program content of education as the practice of freedom; the investigation of "generative themes" and its methodology; the awakening of critical consciousness through the investigation of "generative themes"; the various stages of the investigation.
- Control code
- ocm26854347
- Dimensions
- 23 cm
- Edition
- New rev. 20th-Anniversary ed.
- Extent
- 164 pages
- Isbn
- 9780826406118
- Lccn
- 92039086
- Media category
- unmediated
- Media MARC source
- rdamedia
- Media type code
- n
- System control number
-
- (Sirsi) o26854347
- (OCoLC)26854347
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<div class="citation" vocab="http://schema.org/"><i class="fa fa-external-link-square fa-fw"></i> Data from <span resource="http://link.library.waubonsee.edu/portal/Pedagogy-of-the-oppressed-Paulo-Freire-/-mIhSX_Q1HA/" typeof="Book http://bibfra.me/vocab/lite/Item"><span property="name http://bibfra.me/vocab/lite/label"><a href="http://link.library.waubonsee.edu/portal/Pedagogy-of-the-oppressed-Paulo-Freire-/-mIhSX_Q1HA/">Pedagogy of the oppressed, Paulo Freire ; translated by Myra Bergman Ramos</a></span> - <span property="potentialAction" typeOf="OrganizeAction"><span property="agent" typeof="LibrarySystem http://library.link/vocab/LibrarySystem" resource="http://link.library.waubonsee.edu/"><span property="name http://bibfra.me/vocab/lite/label"><a property="url" href="http://link.library.waubonsee.edu/">Waubonsee Community College</a></span></span></span></span></div>
