Paulo Freire and informal education

contents: introduction · contribution · critique · further reading and references · links Paulo Freire (1921 – 1997), the Brazilian educationalist, has left a significant mark on thinking about progressive practice. His Pedagogy of the Oppressed is currently one of the most quoted educational texts (especially in Latin America, Africa and Asia). Contribution Five aspects of Paulo Freire’s work have a particular significance for our purposes here. Second, Paulo Freire was concerned with praxis – action that is informed (and linked to certain values). Third, Freire’s attention to naming the world has been of great significance to those educators who have traditionally worked with those who do not have a voice, and who are oppressed. Fourth, Paulo Freire’s insistence on situating educational activity in the lived experience of participants has opened up a series of possibilities for the way informal educators can approach practice. Critique Educators have to teach. Other references Links

Bloom's Taxonomy of Learning Domains Note: This site is moving to KnowledgeJump.com. Please reset your bookmark. Bloom's Taxonomy was created in 1956 under the leadership of educational psychologist Dr Benjamin Bloom in order to promote higher forms of thinking in education, such as analyzing and evaluating concepts, processes, procedures, and principles, rather than just remembering facts (rote learning). The Three Domains of Learning The committee identified three domains of educational activities or learning (Bloom, et al. 1956): Cognitive: mental skills (knowledge) Affective: growth in feelings or emotional areas (attitude or self) Psychomotor: manual or physical skills (skills) Since the work was produced by higher education, the words tend to be a little bigger than we normally use. While the committee produced an elaborate compilation for the cognitive and affective domains, they omitted the psychomotor domain. Cognitive Domain Knowledge Comprehension Application Analysis Synthesis Evaluation Bloom's Revised Taxonomy

Reviews of Paulo Freire's Books Some notes to consider before reading the reviews: 1. Although the most popular and influential book written by Freire is arguably (1970), it is pertinent to note that his thought evolved during the following three decades. Hence, to understand Freire's lifetime contribution to education, it is better to look at his entire production rather than only at . In fact, in (1994), Freire revisited , and critically examined its main arguments a quarter-century later. As Freire reflected during the 1990s on his own evolution and the general coherence of his work, "If I was the same that I was 40 years ago, I would be profoundly disappointed. 2. 3. 4. 5. 6. Educa çã o e atualidade brasileira (1958, 2001) (Portuguese and Spanish) (1 review) Education as a Practice of Freedom (1967, 1974) Cultural action for freedom (1968, 1970) (1 review) Pedagogy of the oppressed (1968, 1970) (6 reviews) Extension or communication? The political literacy process (1970) Educação e mudança. With A. With D. With I.

Creators not Consumers. Rediscovering social education @ the informal education archives Two main themes run through Creators not Consumers. First, there is a concern to encourage young people to get involved in organizing things for themselves. This flows from a belief in the benefits of associational life both for the happiness and self confidence of individuals, and for the strengthening of community life. Second, there is an invitation to workers to embrace and explore their educational role. These two themes help to explain the sub-title - rediscovering social education. Clearly things have changed in English youth work since this booklet was written. Here we reproduce the second edition from 1982.

Index des auteurs Recherche par auteur Why Everything We Know About Discipline Is Wrong | Shefali Tsabary In my work as a clinical psychologist, the greatest concern expressed by parents is not knowing how to effectively discipline their children. No surprise here. They are often frustrated and burnt out because they have tried every technique and strategy out there to no avail. To help parents understand why their disciplinary strategies do not work, I often do an exercise with them. I ask them to use the word "discipline" in a sentence. Invariably, they say something like, "How can I discipline my child?" I first point out how the word "discipline" is used as a verb: Something you do onto another. I then ask them to analyze the subtext of their sentences -- what do they really mean when they use the term "discipline"? If they are really honest, they say something to the effect of, "I want a way to control them" or "I am pissed off at my kids and they are going to pay for it,"or "I am so frustrated because I cannot change how they behave."

Results of future of FLOSSE - FLOSSE Posse Phew. We are back from the joint conference of "Towards Open eEurope – Challenges for Teacher Education" and ESPs "Learning goes mobile". Our workshop had 12 participants from all around Europe: Belgium, Netherlands, Lithuania, Latvia, Slovenia, Finland, Germany, Poland, Portugal and Spain. The total amount of educational professionals in both conferences was around 200. Half of our workshop was held in Vantaa at Palmenia continuity education centre and half at the 2800 passenger Silja Serenade ferry from Helsinki to Stockholm. The participants had to work as researchers of three future scenarios describing the world in year 2010 (see the attached PDF documents): Learner CommunitiesCustomized LearningCollaboration Both me and Timo thought that our workshop was a great success. I think my objective was fulfilled. One thing they noticed was that they are all very different people coming from very different cultures. Some other things experienced during the ride:

11 Productivity Hacks to Boost Your Mental Focus Making a dent in the universe requires focus. So we've collated 11 simple and easy to use tips on improving your mental concentration. Most of it is a basic stuff that I tried myself, so I selected what got me the best results. What works for me may not work for you but the best way to find out is to keep testing new ideas all the time ( and eventually adopt what works and move on from what doesn't )! #1. Develop a habit of getting enough sleep Lack of sleep decreases production of chemicals such as dopamine or adrenaline that regulate your attention. Our tip: Have a fixed time to wake up and go to bed when your body gets tired. - This way you let your body regulate how much sleep it needs. #2. Simple carbs digest very quickly and cause insulin spike which pulls excess glucose out of your bloodstream. Complex carbs take longer to digest delivering your brain a steady supply of energy. Our tip: Eat complex carbs while working. #3. After few days you should see a pattern emerge: #4. 1. 2. 3.

TECFA Seed :: Socio-constructivism for the masses Appel à communications - Conférence JETCSIC à Paris le 6 juillet 17eme Journee d’étude sur le Traitement Cognitif des Systèmes d’Information Complexes – JETCSICLIEU : Université Paris Ouest Nanterre La Défense, Laboratoire PACO (EA 4431), Nanterre DATE : Vendredi 6 juillet 2012 L'objectif de cette journée d'étude est de faire un point sur un domaine de recherche en pleine expansion au sein des sciences cognitives : le traitement (conception, utilisation et compréhension) des systèmes d'information complexes (SIC). Les SIC désignent des systèmes comportant un volume important d'informations textuelles, imagées, vidéos et/ou sonores, utilisées dans le cadre de tâches complexes : recherche d'informations, résolution de problèmes, conception, apprentissage, simulation. Publié: 16 Mar 2012 - 11:12Lire la suite de 'Appel à communications - Conférence JETCSIC à Paris le 6 juillet' (1 Lire la suite...)

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