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All Journal International Journal of Educational Review, Law And Social Sciences (IJERLAS) Multidiciplinary Output Research for Actual and International Issue (Morfai Journal)
Dr. R. Sivakumar
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CRITICAL ANALYSIS OF PAULO FREIRE'S "PEDAGOGY OF THE OPPRESSED" Aadil Hussain Mir; Dr. R. Sivakumar
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 4 No. 5 (2024): September
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v4i5.1891

Abstract

Paulo Freire's "Pedagogy of the Oppressed," first published in 1968, is a seminal work in educational theory that critiques traditional educational practices and offers a revolutionary framework for learning. Freire challenges the "banking model" of education, where students are passive recipients of knowledge, advocating instead for a "problem-posing" model that emphasizes dialogue, critical thinking, and active engagement. Central to Freire’s pedagogy is the concept of critical consciousness, or conscientização, which involves developing an awareness of social, political, and economic forces that shape one’s life. Freire argues that education should be a collaborative process that empowers students to question and transform oppressive structures in their society. By fostering a more participatory and democratic learning environment, Freire’s approach aims to liberate both students and educators from traditional hierarchies and promote social justice. "Pedagogy of the Oppressed" has significantly influenced educational practices and social movements worldwide, emphasizing the role of education in achieving personal and collective emancipation. Despite criticisms regarding its feasibility and implementation, Freire’s work remains a foundational text in critical pedagogy, providing valuable insights into the potential of education as a transformative tool for societal change.
ROLE OF PRAGMATISM AS A SCHOOL OF PHILOSOPHY TOWARDS THE EDUCATIONAL SYSTEM Aadil Hussain Mir; Dr. R. Sivakumar
Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 4 No. 1 (2024): Multidiciplinary Output Research For Actual and International Issue
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/morfai.v4i1.1477

Abstract

The term “Pragmatic” denotes a quality characterized by the sensible handling of problems in a manner aligned with prevailing conditions, rather than adhering rigidly to fixed theories, ideologies, or regulations. In the realm of educational philosophy, Pragmatism advocates for an approach wherein education imparts practical skills essential for life and fosters personal development. Renowned educators such as John Dewey and William James espoused Pragmatist principles, which prioritize practical learning that is applicable to real-world contexts. This paper undertakes an examination of Pragmatism and its impact on education, delving into how its fundamental tenets can enhance the effectiveness of teaching and learning processes when applied..
Co-Authors Aadil Hussain Mir