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Paulo Freire: dialogue, praxis and education

Paulo Freire: dialogue, praxis and 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). Freire was able to draw upon, and weave together, a number of strands of thinking about educational practice and liberation. Sometimes some rather excessive claims are made for his work e.g. ‘the most significant educational thinker of the twentieth century’. 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). Fifth, a number of informal educators have connected with Paulo Freire’s use of metaphors drawn from Christian sources. Critique Inevitably, there are various points of criticism. Links Related:  Teaching Adultshumanities

JOTS v26n2 - Pedagogy vs. Andragogy: A False Dichotomy? Geraldine Holmes and Michele Abington-Cooper This article is not pointedly aimed at technology education, but it addresses an issue that is becoming increasingly germane to educators working with nontraditional students-a larger segment of the people we teach. CI What is an adult learner? Much of the literature on adult learning indicates that teachers teach adults differently than pre-adults and that most of the contrasts are associated with teachers' perceptions of learner characteristics. An awareness and acceptance of our values and an understanding of our personal philosophies are very important before forming a working definition of what and who an adult learner is to us. Age is the characteristic mentioned often when describing an adult learner. Pedagogical and Andragogical Models The histories of pedagogy and andragogy are both interesting and complex. Pedagogy versus Andragogy: The Debate Resolutions or Alternatives? Dr. Cross, K.

David Foster Wallace On The Key To Living A Compassionate Life David Foster Wallace, widely considered one of the most brilliant writers of his generation, wrote prolifically about an incredibly wide spectrum of human experience. In novels, stories, essays, and magazine articles, he won legions of fans, established deep connections with readers and established a reputation as a towering intellect. But it was in his commencement address to Kenyon College's graduating class of 2005 that Wallace spoke with unprecedented directness, telling graduates in how to live in the "day to day trenches of adult life" with awareness and compassion. The deeply moving and wryly humorous address -- later published in book form with the title This Is Water: Some Thoughts, Delivered On A Significant Occasion, On Living A Compassionate Life -- quickly took its place among the most famous commencement addresses in recent history. Here are five universally applicable lessons from Wallace's now-iconic 2005 address. Ruthlessly question your own beliefs and assumptions.

Understanding Adult Learners’ Needs Understanding learner needs is essential for providing quality education. One approach for accomplishing this is through the use of student evaluations. A common argument against the use of student evaluations is that students do not know their own needs. However, many studies have shown student feedback/suggestions to be reliable and valid. If we do not even attempt to understand their needs, we may fail to recognize the support they require to be successful. To understand what adult learners need from their instructors, 2,719 students at a Singapore university were asked what their instructors could improve on as part of the end-of-course evaluation. Engaging Students in Active LearningA commonly held assumption is that students like to take the easiest routes/short-cuts and prefer to be passive learners. Here are some of their suggestions for facilitating engaging lessons: Presenting EffectivelyAdult learners seemed to appreciate well-prepared, clear presentations. Dr.

BHA President Jim Al-Khalili delivers 2014 Voltaire Lecture April 15th, 2014 The room was heaving in Conway Hall last night as British Humanist Association (BHA) President, physicist and broadcaster Professor Jim Al-Khalili gave this year’s Voltaire Lecture on the theme of ‘Lessons from the past: science and rationalism in medieval Islam.’ The lecture was chaired by his predecessor as President, and current BHA Vice President, the journalist Polly Toynbee. Jim took his audience on a tour of the medieval world and told the story of a golden age of science written in Arabic, and of famous scientists such as Ibn al-Haytham, whom he declared stood alongside Archimedes and Sir Isaac Newton as one of history’s three greatest physicists. Early Baghdad, and the Arab World at large, he explained, was a place of deep and rigorous learning at a time when Europe was in the Dark Ages. About Jim Al-KhaliliJim Al-Khalili is an Iraqi-born theoretical physicist, author and broadcaster. The event was live-tweeted by the BHA.

Teaching Strategies for Adult Learners January 25th, 2012 By: Brooks Doherty With the number of non-traditional students growing, many educators have discovered that adult learners are fundamentally different than their younger counterparts in many ways. Yet, most instructors have been left to their own devices to figure out how best to reach these students who come to class with an entirely different set of challenges, demands and expectations, and generally at a much different level of maturity. How can instructors better accommodate and encourage adult student success in a classroom setting? Treat them like the adults they are. Finally, beyond specific tactics, both Lisack and Leppert emphasize personal growth when working with adult students. Brooks Doherty is the dean of faculty at Rasmussen College in Minnesota, where he oversees students seeking degrees in business, education, health care, and technology.

Politics and Art: The Role of the Arts in Promoting Human Rights and Exposing Injustices Wednesday 26 March 2014, 8:15 PM This event is organised by Lacuna: A Writing Wrongs Project. ‘What I have most wanted to do . . . is to make political writing into an art.’ – George Orwell Chaired by Maureen Freely, English Pen president, the panel will discuss the role of the arts in promoting human rights and social justice issues. Freely joins Lacuna editor Andrew Williams, IceandFire artistic director Christine Bacon, Keats House poet Laila Sumpton and photographer and disability rights campaigner Lesley McIntyre in a discussion about creativity with a social and political purpose. The event will be a celebration of the role of the arts in promoting human rights and exposing injustices and will feature a performance from IceandFire’s upcoming production, The Island Nation, on the Sri Lankan Civil War and a short film on Lesley Mcintyre’s work. This event is organised by Lacuna: A Writing Wrongs Project. Photograph Lesley McIntyre. www.lacuna.org.uk / @lacunamagazine

Training and the Needs of Adult Learners Needs of the Adult Learner In the early 1970s Malcolm Knowles introduced the term "andragogy," describing differences between children and adult learners (Knowles, Swanson, & Holton, 2005). Andragogy focuses on special needs of adult learners. Knowles identified six assumptions about adult learning: (1) need to know, (2) self-concept, (3) prior experience, (4) readiness to learn, (5) learning orientation, and (6) motivation to learn. The Need to Know.Adults want to know why they need to learn something before undertaking learning (Knowles et al., 2005). The Learners' Self-Concept. The Role of the Learners' Experiences. Readiness to Learn. Orientation to Learning. Motivation. Andragogy urges teachers to base curricula on the learner's experiences and interests. Teaching and Learning Strategies Lecture Lecture, a transmittal technique, is the method most widely used in teaching adults (McKeachie, 2002). Problem-Based Learning Case Studies Educational Games Role Play Discussion Conclusion

What’s Wrong With Identity Politics (and Intersectionality Theory)? A Response to Mark Fisher’s “Exiting the Vampire Castle” (And Its Critics) What’s Wrong With Identity Politics (and Intersectionality Theory)? A Response to Mark Fisher’s “Exiting the Vampire Castle” (And Its Critics) Marxist and other “left” critics and opponents of identity politics are often mistaken for opponents of the identity groups that such politics aim to support and promote. Rather than carefully explaining the problems with identity politics from a Marxist (or other) perspective, Fisher snidely and blithely dismisses such politics and their proponents as hopelessly “petit bourgeois.” Much better in this regard is a longer article by the feminist Marxist blogging at Unity and Struggle: “I Am a Woman and a Human: A Marxist-Feminist Critique of Intersectionality Theory.” The problem with identity politics, then, is that it is one-sided and undialectical. As I suggested above, the most common response to Fisher’s article has been that his position is explicable strictly in terms of his identity. The Problem with Intersectionality Theory Like this:

What I Learned from Teaching Adult Learners Online One summer, I was asked to take over an online course (in a master of education program) that had already begun. I accepted the job, but with hesitation. I knew the course material because it was within my field of expertise, but I had never taught an online course or taught masters-level students. I asked a colleague for help in determining what course material to use. My colleague was a tremendous resource in determining both the amount and type of material to use. Because the class was a skills course on how to evaluate articles for a literature review, I had the students read articles of their choice (related to their thesis topics) and evaluate them according to specific criteria. I found that I had to be explicit in explaining what I expected for each assignment and in drafting the syllabus. I was curious: What experiences have others had teaching online, and are they similar to my own? In this article, I share my findings. Adult Learners in the U.S.

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