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ERIC Number: EJ795232
Record Type: Journal
Publication Date: 2004
Pages: 13
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0737-5328
Presence of Mind in the Process of Learning and Knowing: A Dialogue with Paulo Freire
Leistyna, Pepi
Teacher Education Quarterly, v31 n1 p17-29 Win 2004
This article presents a dialogue with Paulo Freire, the most widely recognized and influential theorist and educator of critical pedagogy. He is perhaps best known for his literacy work in the decolonization process in a number of countries in South America and Africa, and for his first book, "Pedagogy of the Oppressed," published in 1970. While the theoretical grounding and implications of Freire's practices are profound, at the foundation of such work is the conviction that a critical, multicultural democracy should be the driving force of the struggle for freedom. For Freire, conscientization, a sense of history, praxis, and dialogue are central to such a struggle. Conscientization (i.e., critical consciousness, or what the author refers to as "presence of mind") is the ability to analyze, problematize (pose questions), and affect the sociopolitical, economic, and cultural realities that shape lives. Such a level of consciousness, according to Freire, requires that people place themselves in history, the assumption being that people are never independent of the social and historical forces that surround them. That is, all people inherit beliefs, values, and thus ideologies that need to be critically understood and transformed if necessary. For Freire, this process of transformation requires praxis and dialogue. (Contains 1 note.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Africa; South America