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Existentialism is a form of philosophical inquiry that explores the issue of human existence. Existentialist philosophers explore questions related to the meaning, purpose, and value of human existence. Common concepts in existentialist thought include existential crisis, dread, and anxiety in the face of an absurd world and free will, as well as authenticity, courage, and virtue.
An instructional theory is "a theory that offers explicit guidance on how to better help people learn and develop." It provides insights about what is likely to happen and why with respect to different kinds of teaching and learning activities while helping indicate approaches for their evaluation. Instructional designers focus on how to best structure material and instructional behavior to facilitate learning.
Karl Theodor Jaspers was a German-Swiss psychiatrist and philosopher who had a strong influence on modern theology, psychiatry, and philosophy. His 1913 work General Psychopathology influenced many later diagnostic criteria, and argued for a distinction between "primary" and "secondary" delusions.
Pedagogy, most commonly understood as the approach to teaching, is the theory and practice of learning, and how this process influences, and is influenced by, the social, political, and psychological development of learners. Pedagogy, taken as an academic discipline, is the study of how knowledge and skills are imparted in an educational context, and it considers the interactions that take place during learning. Both the theory and practice of pedagogy vary greatly as they reflect different social, political, and cultural contexts.
Praxis is the process by which a theory, lesson, or skill is enacted, embodied, realized, applied, or put into practice. "Praxis" may also refer to the act of engaging, applying, exercising, realizing, or practising ideas. This has been a recurrent topic in the field of philosophy, discussed in the writings of Plato, Aristotle, St. Augustine, Francis Bacon, Immanuel Kant, Søren Kierkegaard, Ludwig von Mises, Karl Marx, Antonio Gramsci, Martin Heidegger, Hannah Arendt, Jean-Paul Sartre, Paulo Freire, Murray Rothbard, and many others. It has meaning in the political, educational, spiritual and medical realms.
Paulo Reglus Neves Freire was a Brazilian educator and philosopher who was a leading advocate of critical pedagogy. His influential work Pedagogy of the Oppressed is generally considered one of the foundational texts of the critical pedagogy movement, and was the third most cited book in the social sciences as of 2016 according to Google Scholar.
Critical pedagogy is a philosophy of education and social movement that developed and applied concepts from critical theory and related traditions to the field of education and the study of culture.
Christian existentialism is a theo-philosophical movement which takes an existentialist approach to Christian theology. The school of thought is often traced back to the work of the Danish philosopher and theologian Søren Kierkegaard (1813–1855) who is widely regarded as the father of existentialism.
Critical literacy is the ability to find embedded discrimination in media. This is done by analyzing the messages promoting prejudiced power relationships found naturally in media and written material that go unnoticed otherwise by reading beyond the author's words and examining the manner in which the author has conveyed their ideas about society's norms to determine whether these ideas contain racial or gender inequality.
Critical consciousness, conscientization, or conscientização in Portuguese, is a popular education and social concept developed by Brazilian pedagogue and educational theorist Paulo Freire, grounded in neo-Marxist critical theory. Critical consciousness focuses on achieving an in-depth understanding of the world, allowing for the perception and exposure of social and political contradictions. Critical consciousness also includes taking action against the oppressive elements in one's life that are illuminated by that understanding.
Pedagogy of the Oppressed is a book by Brazilian educator Paulo Freire, written in Portuguese between 1967 and 1968, but published first in Spanish in 1968. An English translation was published in 1970, with the Portuguese original being published in 1972 in Portugal, and then again in Brazil in 1974. The book is considered one of the foundational texts of critical pedagogy, and proposes a pedagogy with a new relationship between teacher, student, and society.
Anti-oppressive education encompasses multiple approaches to learning that actively challenge forms of oppression.
The ecopedagogy movement is an outgrowth of the theory and practice of critical pedagogy, a body of educational praxis influenced by the philosopher and educator Paulo Freire. Ecopedagogy's mission is to develop a robust appreciation for the collective potentials of humanity and to foster social justice throughout the world. It does so as part of a future-oriented, ecological and political vision that radically opposes the globalization of ideologies such as neoliberalism and imperialism, while also attempting to foment forms of critical ecoliteracy. Recently, there have been attempts to integrate critical eco-pedagogy, as defined by Greg Misiaszek with Modern Stoic philosophy to create Stoic eco-pedagogy.
The Language Experience Approach (LEA) is a method for teaching literacy based on a child's existing experience of language.
Banking model of education is a term coined by Paulo Freire to describe and critique the established education system in his book Pedagogy of the Oppressed. The name refers to the metaphor of students as containers into which educators must put knowledge. Freire argued that this model reinforces a lack of critical thinking and knowledge ownership in students, which in turn reinforces oppression, in contrast to Freire's understanding of knowledge as the result of a human, creative process.
Problem-posing education, coined by the Brazilian educator Paulo Freire in his 1970 book Pedagogy of the Oppressed, is a method of teaching that emphasizes critical thinking for the purpose of liberation. Freire used problem posing as an alternative to the banking model of education.
The paradox of nihilism is a family of paradoxes regarding the philosophical implications of nihilism, particularly situations contesting nihilist perspectives on the nature and extent of subjectivity within a nihilist framework. There are a number of variations of this paradox.
Feminist pedagogy is a pedagogical framework grounded in feminist theory. It embraces a set of epistemological theories, teaching strategies, approaches to content, classroom practices, and teacher-student relationships. Feminist pedagogy, along with other kinds of progressive and critical pedagogy, considers knowledge to be socially constructed.
Critical Pedagogy Primer is a book by Joe L. Kincheloe published by Peter Lang. Like other "primers" published by Peter Lang, it is an introductory text on the topic of critical pedagogy aimed at a wider audience with its use of more accessible language. The book has wide margins suitable for reader annotations, and many terms and their definitions are included in these margins for accessibility.
Speaking truth to power is a non-violent political tactic, employed by dissidents against the received wisdom or propaganda of governments they regard as oppressive, authoritarian or an ideocracy. The phrase originated with a pamphlet, Speak Truth to Power: a Quaker Search for an Alternative to Violence, published by the American Friends Service Committee in 1955. Speak Truth To Power is also the title of a global human rights initiative under the auspices of Robert F. Kennedy Human Rights. Practitioners who have campaigned for a more just and truthful world have included Apollonius of Tyana, Vaclav Havel, Nelson Mandela, Archbishop Desmond Tutu, Mahatma Gandhi, Bacha Khan, and the Dalai Lama.
References
- ↑ Richardson and Bowden (1993), p334
- ↑ T, Fuchs ed, Karl Jasper's Philosophy and Psychopathology (2013) p.. 48
- ↑ J. Hart, Who One Is (2009) p. 11-3 and p. 309
- ↑ P. Wolfe, Laden Choirs (2015) p. 11
- ↑ M. Portocarrera et al eds., Hermeneutic Rationality (2012) p. 147
- ↑ I. Tammmelo, Justice and Doubt (2013) p. 386
- ↑ G. Gutting ed., The Cambridge Companion to Foucault (CUP 2007) p. 325
- ↑ D. Smith, Hidden Conversations (1991) p. 189
- ↑ Paulo Friere, Pedagogy of the Oppressed (1970) p. 71 (Penguin Books, 1972)
- ↑ Paulo Friere, Pedagogy of the Oppressed (1970) p. 75 (Penguin Books, 1972)
- ↑ R. Rivera, A Study of Liberation Discourse (2004) p. 32
- ↑ J. Irwin, Paulo Freire's Philosophy of Education (2012)
