Conscientization and the Cultivation of Conscience
Series:
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
Introduction
Chapter
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Extract
The root causes of unnecessary human suffering have been interpreted in two broad ways. Some who have pondered these matters relate human suffering to human nature; others seek an explanation in an oppressive social system and its hegemonic ideology. In terms of the former, the belief is that human beings possess “selfish genes” from which emerge different moral dilemmas; for the latter, human beings are by nature “good,” and it is the state of societal conditions that determines whether this disposition remains or is reconfigured. Acts of dehumanization—injustice, oppression, exploitation, and alienation—can be overcome or mediated through social change.
It seems that one explanation of the origins of human suffering exaggerates human self-interest and ignores the influence of social factors while the other acts in the reverse. In reality, however, both social system and human nature problems coexist. The latter problems are better conceived as human consciousness problems, which are far more complex. Social change aided by social and cultural criticism might more readily meet social system and ideological crises; however, it is not easy to satisfy insatiable human desire represented in varying forms of egoism, ambition, lust, and greed. To attend to human consciousness problems requires something different. It necessitates transcendence through the cultivation of conscience. This suggests that the cultivation of conscience is imperative, though it is often ignored in current sociocultural discourses dominated by empiricism, social ← 1 | 2 → constructionism, postmodernism, and, in particular, neo-liberalism. The enigma, nevertheless, is that human basic...
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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