Abstract
Through critical interpretation, this paper aims to critically think about some points of Paulo Freire’s critical pedagogy and its educational implications. Firstly, this paper explores the influence of life experiences and the Frankfort School on the development of Freire’s critical pedagogy. Secondly, it aims to critically assess some points of Freire’s critical pedagogy, and illuminate their educational implications. The following points of his critical pedagogy are included: (1) education as the practice of freedom, and (2) dialogue, problem-posing education and conscientization. It is hoped that such an exploration can bring some inspiration to education, and benefit the development of education.
Highlights
Paulo Reglus Neves Freire (1921-1997) is surely one of the most cited and iconic figures in the contemporary education literature (Mayo, 2014)
This paper aims to critically address some points of Freire’s critical pedagogy and their educational implications
This paper aims to critically think some educational points of Freire’s critical pedagogy and its educational implications
Summary
Paulo Reglus Neves Freire (1921-1997) is surely one of the most cited and iconic figures in the contemporary education literature (Mayo, 2014). Freire is an influential philosopher and politician (Saleh, 2013), and is one of the most significant educators in the world during the 20th century. Freire is seen as a new kind of intellectual, and is described as “organic” in the words of Gramsci. In August 1986, the New York Times published an article which stressed the importance of Freire in the organization of various educational systems (Gadotti, 1994). Torres described the use of Freire’s critical pedagogy in social studies, curriculum studies, adult education, secondary education, higher education, and educational planning (Saleh, 2013). Based on the above description, we can see the influence of Freire’s critical pedagogy on contemporary education. The life experiences and the Frankfort School influenced the development of Freire’s critical pedagogy, and this paper first explores the above argument
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