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 Seven: Conscientization: Educational Necessity and Cultural Significance
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Extract
CHAPTER SEVEN
Conscientization is a praxical need in current educational and cultural contexts. It offers an alternative to counter the antihumanist character of globalization and neo-liberalism. At the same time, it also fits in with the progressive trend of postmodernism and thus plays a significant role in promoting a more free and democratic culture across the globe.
It is widely believed that the end of the Cold War (the collapse of the Berlin wall and the Soviet Union) and the advanced development of information technology have brought capitalism to its latest version: globalization, an economic form underpinned by the ideology of neo-liberalism. The most basic philosophical assumption of neo-liberalism is that human beings are homo economicus. As Hayek (2001) claimed, it is to fulfill “the ‘End of Economic Man’” (p. 208). Thus, by taking the notion of individual freedom as a political underpinning, neo-liberalists stress the free play of competition and the free market system as an economic arena. In such a discourse, the notion of equality and state intervention becomes a social obstacle to entrepreneurship, but inequality is hailed as a good thing, a stimulus to drive a person to be strong, competitive, and successful. As Sen (1987) contended, Hayek’s ← 145 | 146 → notion of free economic beings merely makes human beings isolated from society and turns them into a self-interested, rational, and utility maximizer.
In response to this kind of philosophical impact, globalization, a shared global market, has come into being. As Murphy...
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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