Conscientization and the Cultivation of Conscience
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Keqi (David) Liu
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- 978-1-4541-9634-1
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- New York, Bern, Berlin, Bruxelles, Frankfurt am Main, Oxford, Wien, 2014. 194 pp.
- Cover
- Title
- Copyright
- About the author
- About the book
- This eBook can be cited
- Table of Contents
- Preface and Acknowledgments
- Introduction
- Chapter One: Paulo Freire: Life, Work, and Theory
- A Biography of Paulo Freire
- The Historical and Sociocultural Contexts in Which Freire Lived
- A Brief Sketch of Freire’s Life
- An Overview of Freire’s Pedagogical Theory
- Freire’s Philosophy
- Freire’s Theory of Liberating Education
- Critical Responses to Freire’s Pedagogical Theory
- Freire’s Original Contributions
- The Main Objections
- A Critical Defense
- Chapter Two: The Key Elements of Conscientization
- Conscientization at its Beginning
- Freire’s Conceptualization of Critical Consciousness
- To Read the Word Is to Read the World
- Critical Responses to Conscientization
- The Criticisms and the Defenses
- Conscientization, a Humanizing Pedagogy
- The Methodical Applications of Conscientization
- Smith’s Three-Stage Model
- Elias’s Approach
- A Number of Indispensable Elements of Conscientization Recapitulated
- Chapter Three: Conscience and its Relationship With Consciousness
- The Notion of Conscience and its Development
- The Conscience–Consciousness Problem
- The Conflict Between Conscience and Consciousness
- The Unity Between Conscience and Consciousness
- Chapter Four: The Dynamism of the Work of Conscience
- Conscience, the Basis of Morality, Reconsidered
- Marx’s Materialist Foundation of Morality
- Schopenhauer’s Compassion as Moral Foundation
- Conscience: Consciousness of Maintaining Humanity
- Conscience: The Working Mechanism
- Being Moral in a Transcendent Living Sphere
- An Illumination of the Notion of Transcendence
- A Proper Way to Transcendence
- Chapter Five: The Cultivation of Conscience
- The Transcendent Role of Love
- Love of the Good
- Love of Life
- The Transcendent Role of Dialogue
- The Antagonism Between the Self and Others
- The I–Thou Relation: The Foundation of the Dialogical Principle
- Conscience Welcomes the Other
- Dialogical Effect
- A Demonstration of the Transcendent Role of Love and Dialogue
- Crime and Punishment
- Siddhartha
- Chapter Six: The Integration of the Cultivation of Conscience Into Conscientization
- Freire’s Dialectical Meetings With Marx and Christ: A Guideline
- Legacies From Marx
- A New Concept of Revolution
- The Cultivation of Critical Consciousness: Functions and Roles
- Awakening the Consciousness of a Just Social Place
- Strengthening the Subject Position in Making History
- The Cultivation of Conscience: Functions and Roles
- A Cornerstone to Build Moral Character
- An Effective Means to Maintain a Universal Human Ethic
- Conscientization in a New Light
- Chapter Seven: Conscientization: Educational Necessity and Cultural Significance
- The Educational Necessity of Conscientization
- Robotic Vocationalism
- Money Idolatry: The Core of Marketization
- Indifference to the Loss of Humanity and Unnecessary Human Suffering
- The Absolute Necessity of Conscientization
- The Cultural Significance of Conscientization
- Freire’s Conscientized Subject in His Humanism
- Freire’s Universal Human Ethic
- Freire’s Certainty of His Socialist Orientation
- Freire’s Critical Pedagogy: Another New Form of Oppression and Hegemony?
- Chapter Eight: The Pedagogical Possibilities of Conscientization
- Conscientization Maintains Humanizing Education
- Conscientization Promotes Education as Revolutionary Intervention
- Conscientization Turns Education Into a Human Act
- Conscientization Fosters Pedagogical Love
- Conscientization Upholds Epistemological Curiosity
- Potentialities for Realizing Conscientization in Daily Pedagogical Situations
- Mr. Mattingly’s Intervention
- A Critical Reflection
- Conclusion
- References
- Series Index
Chapter One: Paulo Freire: Life, Work, and Theory
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Extract
CHAPTER ONE
The essence of Freire’s radical, critical, and revolutionary theory of liberation is the idea of becoming a subject through education for conscientization. A better command of Freire’s conceptualization of conscientization is required for a holistic and critical reading of his life experience and theory of critical pedagogy.
There are many remarkable moments in the life story behind Freire’s educational theory of liberation. As Torres (1998b, p. 1) said, “If you scratch a theory, you would find a biography.” This biography starts with a brief sketch of the historical and social contexts in which Freire decoded their limit-situations.
The Historical and Sociocultural Contexts in Which Freire Lived
Culturally and historically, Brazil is identified with the blend of African lifestyle and Indian customs with Roman Catholicism. It has “a sexually permissive but sexist culture founded on patriarchy, slavery and class oppression” (Taylor, 1993, p. 16). ← 7 | 8 →
Economically, the production relations in the region where Freire lived were primarily semifeudal; campesinos’ or peasants’ access to land was controlled by the rural landowning class, who had a close relationship historically with the national indigenous bourgeoisie in the southeast, the Sao Paulo area (Mayo, 1999). This kind of production relations produced a severely divided society characterized by widespread poverty and exploitation and incredible inequality and injustice in the distribution of resources, worsened by natural catastrophes (Roberts, 2000). Taylor (1993) noted the following:
There are sections of the North-east where the...
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Or login to access all content.- Cover
- Title
- Copyright
- About the author
- About the book
- This eBook can be cited
- Table of Contents
- Preface and Acknowledgments
- Introduction
- Chapter One: Paulo Freire: Life, Work, and Theory
- A Biography of Paulo Freire
- The Historical and Sociocultural Contexts in Which Freire Lived
- A Brief Sketch of Freire’s Life
- An Overview of Freire’s Pedagogical Theory
- Freire’s Philosophy
- Freire’s Theory of Liberating Education
- Critical Responses to Freire’s Pedagogical Theory
- Freire’s Original Contributions
- The Main Objections
- A Critical Defense
- Chapter Two: The Key Elements of Conscientization
- Conscientization at its Beginning
- Freire’s Conceptualization of Critical Consciousness
- To Read the Word Is to Read the World
- Critical Responses to Conscientization
- The Criticisms and the Defenses
- Conscientization, a Humanizing Pedagogy
- The Methodical Applications of Conscientization
- Smith’s Three-Stage Model
- Elias’s Approach
- A Number of Indispensable Elements of Conscientization Recapitulated
- Chapter Three: Conscience and its Relationship With Consciousness
- The Notion of Conscience and its Development
- The Conscience–Consciousness Problem
- The Conflict Between Conscience and Consciousness
- The Unity Between Conscience and Consciousness
- Chapter Four: The Dynamism of the Work of Conscience
- Conscience, the Basis of Morality, Reconsidered
- Marx’s Materialist Foundation of Morality
- Schopenhauer’s Compassion as Moral Foundation
- Conscience: Consciousness of Maintaining Humanity
- Conscience: The Working Mechanism
- Being Moral in a Transcendent Living Sphere
- An Illumination of the Notion of Transcendence
- A Proper Way to Transcendence
- Chapter Five: The Cultivation of Conscience
- The Transcendent Role of Love
- Love of the Good
- Love of Life
- The Transcendent Role of Dialogue
- The Antagonism Between the Self and Others
- The I–Thou Relation: The Foundation of the Dialogical Principle
- Conscience Welcomes the Other
- Dialogical Effect
- A Demonstration of the Transcendent Role of Love and Dialogue
- Crime and Punishment
- Siddhartha
- Chapter Six: The Integration of the Cultivation of Conscience Into Conscientization
- Freire’s Dialectical Meetings With Marx and Christ: A Guideline
- Legacies From Marx
- A New Concept of Revolution
- The Cultivation of Critical Consciousness: Functions and Roles
- Awakening the Consciousness of a Just Social Place
- Strengthening the Subject Position in Making History
- The Cultivation of Conscience: Functions and Roles
- A Cornerstone to Build Moral Character
- An Effective Means to Maintain a Universal Human Ethic
- Conscientization in a New Light
- Chapter Seven: Conscientization: Educational Necessity and Cultural Significance
- The Educational Necessity of Conscientization
- Robotic Vocationalism
- Money Idolatry: The Core of Marketization
- Indifference to the Loss of Humanity and Unnecessary Human Suffering
- The Absolute Necessity of Conscientization
- The Cultural Significance of Conscientization
- Freire’s Conscientized Subject in His Humanism
- Freire’s Universal Human Ethic
- Freire’s Certainty of His Socialist Orientation
- Freire’s Critical Pedagogy: Another New Form of Oppression and Hegemony?
- Chapter Eight: The Pedagogical Possibilities of Conscientization
- Conscientization Maintains Humanizing Education
- Conscientization Promotes Education as Revolutionary Intervention
- Conscientization Turns Education Into a Human Act
- Conscientization Fosters Pedagogical Love
- Conscientization Upholds Epistemological Curiosity
- Potentialities for Realizing Conscientization in Daily Pedagogical Situations
- Mr. Mattingly’s Intervention
- A Critical Reflection
- Conclusion
- References
- Series Index