Paulo Freire

Kirylo, James D.; Boyd, Drick

doi:10.1007/978-94-6351-056-1

Cited by 19 publications

(21 citation statements)

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“…Freire believed conscientization was the practice and conception of liberating education and the ultimate purpose of education (Souza de Freitas, 2012). Conscientization is an active process through how individuals deepen their awareness of their greater sociocultural surroundings and their ability to transform it (Kirylo, 2011).…”

Section: Definition Of Termsmentioning

confidence: 99%

“…Other central aspects of critical theory are the individual's lived experience (Heiser et al, 2017) and classroom environments where students propel their own questioning, understanding, and interpretations (Kirylo, 2011). Additionally, Guareschi (2012) noted reflection and self-understanding lead to knowledge, human action, and ultimately liberation.…”

Section: Critical Theorymentioning

confidence: 99%

“…Additionally, Guareschi (2012) noted reflection and self-understanding lead to knowledge, human action, and ultimately liberation. As a result, students who engage in understanding the relationship and connection within their community and culture also understand their connectivity within the larger social context (Kirylo, 2011).…”

Section: Critical Theorymentioning

confidence: 99%

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Critical pedagogy in the undergraduate music therapy curriculum: A grounded theory study of music therapy educators

West¹

2023

The Arts in Psychotherapy

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Section: Definition Of Termsmentioning

confidence: 99%

Section: Critical Theorymentioning

confidence: 99%

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Critical pedagogy in the undergraduate music therapy curriculum: A grounded theory study of music therapy educators

West¹

2023

The Arts in Psychotherapy

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“…Because Freire was so strongly influenced by personalism as a movement and by Mounier's thought in particular, it is appropriate to first advance some clarifications before proceeding with the discussion (Chagas, Rocha, 2013;Klenk, 2014;Kirylo, Boyd, 2017;Leopando, 2017). Although those influences are most evident in Freire's early works, later, starting in The Pedagogy of the Oppressed, he began to use Marxist categories such as that of «class struggle».…”

Section: The Influence Of Latin American Personalismmentioning

confidence: 99%

Marxist and Personalist influences in Paulo Freire’s pedagogical anthropology

Valenzano

2021

TenPed

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Paulo Freire was profoundly influenced by Marxist philosophy and Mounier’s personalism, both in terms of civic engagement, particularly in the constant search for practices of human emancipation, and in specific aspects of his thinking. In this paper, I focus on the legacy of both in Freire’s pedagogical anthropology by drawing from the idea that, in Freire’s works, the point of entry to pedagogical problems is anthropological. In the second and third sections of the paper, I focus on how Freire met Marx and highlight the link between the two thinkers. In the fourth and fifth sections, I analyse the legacy of Latin American personalism in Freire’s pedagogical anthropology. In conclusion, I argue that the originality of Freire’s thinking and its relevance stem from how he mixed the two traditions.

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“…Paulo Freire thought in theological perspective as a liberating educational theology. Thesis "humans as a starting point of philosophy of education and humans have value in Freire's perspective [48].…”

Section: Human Value In the Praxis Of Christian Religious Education: mentioning

confidence: 99%

Human Value in the Disruption Era: Analysis of the Paulo Freire Education Philosophy and Genesis 1:26,27

Boiliu¹,

Samosir²,

Nugroho³

2020

Proceedings of the First International Conference on Christian and Inter Religious Studies, ICCIRS 2019, December 11-14 2019, M

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The purpose of this paper is to look at human value in the context of Christian education in the disruption era. The approach is to synthesize between the philosophy of education of Paulo Freire and human value in Genesis 1: 26,27. Freire presents a liberating pedagogy. Liberation pedagogy emphasizes human value as a basis. Humanizing and liberating pedagogy is transformative and permanent. Problem Posing Method (PPM), is an educational method that is not oppressive and aims to raise awareness of reality. PPM is based on assumptions, humans as an 'exist' awareness and consciousness as consciousness in the world. In the perpective of Genesis 1:26,27, humans as free (in his will) and valuable beings in the presence of creator and other creatures. The synthesis of Freire's human philosophy as the basis of his educational philosophy with Genesis 1: 26,27 is that Freire moves from the Bible as the basis of his human philosophy to fight for eroded human values. This era as an era of disruption, human values should not be eroded in the education process.

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Paulo Freire

Cited by 19 publications

References 0 publications

Critical pedagogy in the undergraduate music therapy curriculum: A grounded theory study of music therapy educators

Critical pedagogy in the undergraduate music therapy curriculum: A grounded theory study of music therapy educators

Marxist and Personalist influences in Paulo Freire’s pedagogical anthropology

Human Value in the Disruption Era: Analysis of the Paulo Freire Education Philosophy and Genesis 1:26,27

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