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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 AdultsPop Edhumanities

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.

Train of Thought Adam See teaches philosophy at Brooklyn College. Every semester, he receives feedback from his students: formal evaluations, anonymous notes, and opinionated emails. Last year, the adjunct instructor from Cobourg, Ontario, turned the tables and told his students what he thinks. Dear students, I am no longer your professor. Let me begin with a passage from the author Howard Zinn, a personal hero who inspired me to write this letter to you today. When I became a teacher I could not possibly keep out of the classroom my own experiences. I am writing you this letter from an old wooden table in Butler Library at Columbia—where Zinn received his Ph.D. and where John Dewey taught for more than fifty years. It would, for instance, be dishonest of me to deny that I assigned “Letter from a Birmingham Jail” and “The Ballot or the Bullet” in order to inspire you to effect change in your communities. Philosophy at its best is revealing. “You can’t be neutral on a moving train.” All the best, Adam

Bloom's Taxonomy of Learning Domains 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). It is most often used when designing educational, training, and learning processes. 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 Next Steps Review

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.

brisbanefreeuniversity 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.

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.

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