Lecture Notes in Education Psychology and Public Media
- The Open Access Proceedings Series for Conferences
Lecture Notes in Education Psychology and Public Media
Vol. 46, 19 April 2024
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On the Epistemology of Freire's Pedagogy
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Abstract
This paper serves as an analysis of Freire’s pedagogy from a philosophical perspective, illustrating how knowledge is acquired in pedagogy and relating pedagogy back to its philosophical sources. This paper is structured into four sessions: 1. an overview of Freire’s pedagogy; 2. an epistemological analysis on pedagogy; 3. Freire’s epistemological materialism; 4. the philosophical source of Freire’s pedagogy. The first session is a brief introduction to pedagogy, clarifying what problems pedagogy is trying to solve and how pedagogy addresses these problems. The second session fits pedagogy into a broader philosophical context, explaining how it is possible to acquire knowledge within pedagogy and what type of knowledge is acquired. A division of “knowing how” and “knowing that” is introduced in this session, ending with the conclusion that “knowing how” is more emphasized in pedagogy and that knowledge in Freire’s view, has a broader meaning than merely accumulating facts. The last two sessions focus on where pedagogy is derived from and how this context determines pedagogy’s framework and limitations. This session demonstrates that dialectical materialism and Marx are inevitable when discussing Freire’s pedagogy, displaying how important concepts in pedagogy arise from dialectical materialism and Marx, and figuring out where pedagogy goes beyond these philosophical backgrounds.
Keywords
Freire, epistemology, dialectical materialism, Marx
References
1. Darder, A., Torres, R. D., & Baltodano, M. (2017). The Critical Pedagogy Reader.
2. Freire, P. (2021). Education for critical consciousness. Bloomsbury Academic.
3. Civic Education (Stanford Encyclopedia of Philosophy/Fall 2018 Edition). (2018, August 31). https://plato.stanford.edu/archives/fall2018/entries/civic-education/
4. Freire, P. (2014). Pedagogy of the Oppressed: 30th Anniversary Edition. https://www.amazon.com/Pedagogy-Oppressed-Anniversary-Paulo-Freire-ebook/dp/B00M0FQHQO
5. Freire, P. (1970). Pedagogy of the oppressed.
6. Peters, M. A., Lankshear, C., & Olssen, M. (2003). Critical theory and the human condition: Founders and Praxis. Peter Lang Incorporated, International Academic Publishers.
7. Mackie, R. (1981). Literacy and Revolution, the Pedagogy of Paulo Freire. Burns & Oates.
8. Gadotti, M. (1996). Pedagogy of Praxis: A Dialectical Philosophy of Education. SUNY Press.
9. Ollman, B. (2003). Dance of the dialectic: Steps in Marx’s Method. University of Illinois Press.
10. Grant, T., & Woods, A. (2002). Reason in Revolt, Vol. I: Dialectical Philosophy and Modern Science. Algora Publishing.
11. C.A. Torres, “Education and the Archeology of Consciousness: Freire and Hegel,” Educational Theory 44(4), University of Illinois, Urbana IL., 1994, pp.429-445.
12. Czank, J. M. (2012). The critical epistemology of Paulo Freire. Literacy Information and Computer Education Journal, 3(4), 706-710.
Data Availability
The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.
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- Volume Title
- Proceedings of the International Conference on Global Politics and Socio-Humanities
- ISBN (Print)
- 978-1-83558-361-6
- ISBN (Online)
- 978-1-83558-362-3
- Published Date
- 19 April 2024
- Series
- Lecture Notes in Education Psychology and Public Media
- ISSN (Print)
- 2753-7048
- ISSN (Online)
- 2753-7056
- DOI
- 10.54254/2753-7048/46/20230622
- Copyright
- 19 April 2024
- Open Access
- This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited