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À terminer : Monday 20 September 2021, 22:12
Watch this short video on Freire's book Pedagogy of Freedom to understand its main ideias:
The book is available for you in SR 4 and here again in SR5, in pdf downloading version.
Now, read some of the excerpts from the four chapters of the book, related to teachers and teaching. CHOOSE TWO which specially touch you, copy and paste them in the forum and tell the group why you have chosen them and if possible, share any educational experience or situation you have lived as a teacher or student, related to them.Available at: https://www.uky.edu/~eushe2/quotations/freire.html
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Excerpts from Pedagogy of Freedom Chapter One: Introductory Reflections Teacher preparation should go beyond the technical preparation of teachers and be rooted in the ethical formation both of selves and of history. ~ Paulo Freire, Pedagogy of Freedom We should devote ourselves humbly but perseveringly to our profession in all its aspects: scientific formation, ethical rectitude, respect for others, coherence, a capacity to live with and learn from what is different, and an ability to relate to others without letting our ill-humor or our antipathy get in the way of our balanced judgment of the facts. ~ Paulo Freire, Pedagogy of Freedom Chapter Two: There is No Teaching Without Learning Critical reflection on practice is a requirement of the relationship between theory and practice. Otherwise theory becomes simply "blah, blah, blah," and practice, pure activism. ~ Paulo Freire, Pedagogy of Freedom To teach is not to transfer knowledge but to create the possibilities for the production or construction of knowledge. ~ Paulo Freire, Pedagogy of Freedom There is, in fact, no teaching without learning. ~ Paulo Freire, Pedagogy of Freedom Whoever teaches learns in the act of teaching, and whoever learns teaches in the act of learning. ~ Paulo Freire, Pedagogy of Freedom I teach because I search, because I question, and because I submit myself to questioning. ~ Paulo Freire, Pedagogy of Freedom In the process of the ongoing education of teachers, the essential moment is that of critical reflection on one's practice. ~ Paulo Freire, Pedagogy of Freedom Sometimes a simple, almost insignificant gesture on the part of a teacher can have a profound formative effect on the life of a student. ~ Paulo Freire, Pedagogy of Freedom
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Chapter Three: Teaching is Not Just Transferring Knowledge I like to be human because in my unfinishedness I know that I am conditioned. Yet conscious of such conditioning, I know that I can go beyond it, which is the essential difference between conditioned and determined existence. ~ Paulo Freire, Pedagogy of Freedom Education does not make us educable. It is our awareness of being unfinished that makes us educable. ~ Paulo Freire, Pedagogy of Freedom It is impossible to talk of respect for students for the dignity that is in the process of coming to be, for the identities that are in the process of construction, without taking into consideration the conditions in which they are living and the importance of the knowledge derived from life experience, which they bring with them to school. ~ Paulo Freire, Pedagogy of Freedom The exercise of the art and practice of teaching (a specifically human art), is of itself profoundly formational and, for that reason, ethical. True, those who exercise this art and practice do not have to be saints or angels. But they ought to have integrity and a clear sense of what is right and just. ~ Paulo Freire, Pedagogy of Freedom This is the road I have tried to follow as a teacher: living my convictions; being open to the process of knowing and sensitive to the experience of teaching as an art; being pushed forward by the challenges that prevent me from bureaucratizing my practice; accepting my limitations, yet always conscious of the necessary effort to overcome them and aware that I cannot hide them because to do so would be a failure to respect both my students and myself as a teacher. ~ Paulo Freire, Pedagogy of Freedom Chapter Four: Teaching is a Human Act Teachers who do not take their own education seriously, who do not study, who make little effort to keep abreast of events have no moral authority to coordinate the activities of the classroom. ~ Paulo Freire, Pedagogy of Freedom I cannot be a teacher without exposing who I am. ~ Paulo Freire, Pedagogy of Freedom We must understand the meaning of a moment of silence, of a smile, or even of an instance in which someone needs to leave the room. Or the fact that a question was asked perhaps a little discourteously. After all, our teaching space is a text that has to be constantly read, interpreted, written, and rewritten. ~ Paulo Freire, Pedagogy of Freedom I cannot be a teacher and be in favor of everyone and everything. I cannot be in favor merely of people, humanity, vague phrases far from the concrete nature of educative practice. ~ Paulo Freire, Pedagogy of Freedom It ought to be an integral part of our teacher preparation to discuss the qualities that are indispensable for our teaching practice, even though we know that these qualities are created by that practice itself. ~ Paulo Freire, Pedagogy of Freedom |
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