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Excerpt code: r486 Title: Pedagogy of the Oppressed-30th Anniversary Edition
Author: paulo freire.
Translator: Fang Yongquan
Douban score: 9.3
Publisher: Liu Ju Book Co., Ltd.
Publication year: 2007
Page count: 236
Content introduction:
This book is the most famous book of Fleur, and has been translated into dozens of languages. Although it has been published for more than 30 years, it is widely read in the world and has sold more than 750,000 copies in the United States alone. This is the first book he translated in Taiwan Province Province. At the same time, this book is also the first in the "Educational Sociology Series" jointly published by the Taiwan Society of Educational Sociology and Liu Ju Book Company.
In this book, Fryer changed the focus of pedagogy, and the focus of education shifted from the oppressor to the oppressed. Moreover, this pedagogy is not only for the oppressed, but also for the oppressed. He also compared the difference between hoarding education and questioning education. While discussing problem education, he also mentioned that the roles of teachers and students have changed in such teaching. Teachers are not only teachers, but also students in the teaching process. Students are not only students but also teachers in the teaching process.
Fryer endowed the focus of education with the meaning of attacking, ruling and society, thus changing his educational goals. In Fryer's view, people's literacy is closely related to the formation of critical consciousness, so teaching action is a political and cultural action. Of course, Fryer's Pedagogy of the Oppressed goes far beyond this, and there are some deeper analysis and narration to be explored by readers.
catalogue
The first chapter is the pedagogy of the oppressed; The contradiction between oppressor and oppressed, and how to overcome this contradiction; Oppressor and oppressor; Oppression and oppression; Emancipation: It is not a talent, nor an achievement of self, but a mutual process.
The second chapter criticizes the concept of educational "hoarding" as a tool of oppression-its presupposition; The concept of educational "questioning" as a tool of liberation-its premise: the concept of "hoarding" and the contradiction between teachers and students; The concept of "problem" and the transcendence of the contradiction between teachers and students: education: a mutual process, with the world as the medium; People are unfinished beings. They realize their imperfections and strive to become more complete and humanized.
The third chapter is dialogic-the essence of education is free practice; Dialogue and dialogue; Find the content of dialogue and plan; The relationship between man and the world, "derivative discipline" and the content of education plan, that is, free practice; Exploration and methods of "derivative disciplines"; Awaken critical consciousness through "derivative topics"; Different stages of exploration.
Chapter four: Dialectics of opposites and dialogism constitute the theory of opposites in the theory of cultural action: the former is a tool of oppression and the latter is a tool of liberation; Anti-discourse action theory and its characteristics: conquest, divide and rule, manipulation and cultural aggression; Dialogue Action Theory and Its Characteristics: Cooperation, Union, Organization and Cultural Integration
About the author:
Paulo freire was an important promoter of the literacy movement of farmers and workers in Brazil in the1940s. He tried to liberate the oppressed people's oppressed consciousness through education, and was later expelled from Brazil by the military regime at that time, but his influence spread all over the world, especially in Latin America and African countries. Peter McClaren, one of the representatives of American critical pedagogy, compared Fryer's importance in educational reform with Argentine revolutionary ernesto guevara.