التعليم من أجل الوعي الناقد

by Paulo Freire (تأليف), حامد عامر (ترجمة)

299 pages, Unknown Binding

First published April 1, 2007

About the author

The Brazilian educator Paulo Freire is among most the influential educational thinkers of the late 20th century. Born in Recife, Brazil, on September 19, 1921, Freire died of heart failure in Sao Paulo, Brazil on May 2, 1997. After a brief career as a lawyer, he taught Portuguese in secondary schools from 1941-1947. He subsequently became active in adult education and workers' training, and became the first Director of the Department of Cultural Extension of the University of Recife (1961-1964).

Freire quickly gained international recognition for his experiences in literacy training in Northeastern Brazil. Following the military coup d'etat of 1964, he was jailed by the new government and eventually forced into a political exile that lasted fifteen-years.

In 1969 he was a visiting scholar at Harvard University and then moved to Geneva, Switzerland where he assumed the role of special educational adviser to the World Congress of Churches. He returned to Brazil in 1979.

Freire's most well known work is Pedagogy of the Oppressed (1970). Throughout this and subsequent books, he argues for system of education that emphasizes learning as an act of culture and freedom. He is most well known for concepts such as "Banking" Education, in which passive learners have pre-selected knowledge deposited in their minds; "Conscientization", a process by which the learner advances towards critical consciousness; the "Culture of Silence", in which dominated individuals lose the means by which to critically respond to the culture that is forced on them by a dominant culture. Other important concepts developed by Freire include: "Dialectic", "Empowerment", "Generative Themes/Words", "Humanization", "Liberatory Education", "Mystification", "Praxis", " Problematization", and "Transformation of the World".

http://www.education.miami.edu/ep/con...

Reviews

[هبة عبد الجواد]

سيظل باولو فريري من رواد التعليم الذين أسسوا لرؤى تربوية نقدية تحاول تحرير التعليم من مأسسته منذ أن تحول إلى مدرسة وجامعة وكلية، ليفكك هذه الصورة ويحاول إعادة التعليم إلى مفهوم التعلم كسلوك بشري طبيعي يتسق مع فطرة الإنسان وفضوله المعرفي.
أي يريد من التعليم أن تكون ممارسة فطرية تلقائية تدفع المرء إلى رفض التبعية والتقليد والسعي نحو التحرر من الخضوع إلى أي سلطة رمزية كانت أو مادية.
من الكتب المؤسسة للمهتمين بفلسفة التعلم، ويسير على نهجه بالطبع حامد عمار في مؤلفاته الخاصة.