"Those who have been denied their primordial right to speak their word must first reclaim this right and (cont) http://tl.gd/3boqqm
"How can I dialogue if I am closed to--and even offended by--the contribution of others?" Freire
"Without this faith in people, dialogue is a farce which inevitably degenerates into paternalistic manipulation." Freire
"Trust is contingent on the evidence which one party provides the others of his true, concrete intentions" Freire
I see this play out in schools all the time. One teacher says, "I demand respect from my students." If those students display behavior in that environment that resembles respect, in my experience, it is usually only fear. This has always been the core issue I took with my own education. I believe most of my teachers took this view and it was evident when I was a pre-service teacher and I revisited many of their classrooms to do my clinicals. I was told things like, "Don't smile until December," and "Be very firm at the beginning of the year, then when you have their respect you can lighten up on the rules a little bit." I was also told this by mentor teachers at my first school in 2000. This is an obvious oppressive relationship between teacher and student. Fear and respect are at polar extremes. One might say that in a relationship of fear respect is not even possible, reverence maybe but never respect.
"Hopelessness is a form of silence, of denying the world and fleeing from it." Freire
"If the dialoguers expect nothing to come of their efforts, their encounter will be empty & sterile, bureaucratic & tedious." Freire
"dialogue cannot exist unless the dialoguers engage in critical thinking" Freire
"Without dialogue there is no communication, & without communication there can be no true education." Freire
@anderscj i've always liked that quote - except for the 'true' part. What *is* 'true education'?
@courosa kind of vague, isn't it. I think he refers to education that leads to understanding, not mere memorization & procedure.
@anderscj i think you're correct in the interpretation, I've just never liked absolutist language when it comes to education.
"In its desire to create an ideal model of the 'good man,' a naively conceived humanism often overlooks the (cont) http://tl.gd/3bp78t
I think this is one of the issues that formal education, especially higher education, often neglects. Today most of learning that happens in schools is one form or another of book learning, the learning of concepts, ideas, and facts. It used to be that most people received their education via apprenticeship where the learning of the body was just as important as the learning of the mind. Formal schooling cares little about real-world application compared with ideological or conceptual application. I think this is one of the main factors leading to a recent comment on my blog that I cannot fully explain:
Jack Reylan said...
The Professulas, trial lawyers and union organizers are Obama's core constituencies. Universities, libraries, museums and other public beneficiaries extort their patrons to lobby on their behalf using taxpayer resources. That's what ACORN and PIRG are about. They even encourage students to max out their loans and invest the proceeds so the school can up its total. Obama learned the trick when he worked for Don Kent at tuition-funded Arms Race Alternatives, while they denied admission to Young Americans for Freedom or even the pro-nuclear Social Democrats. Ted Markowitz used the Xerox 9700 to make fliers for the 1982 June 12th nuclear freezers, but persecuted students for smaller infractions. Look how they destroyed a supply side hero like Jeff Bell! Shows how much he valued free speech then and now, and who put him up to it, and what they were really up to, racketeering for federal funds. Sovern incited the 1968 riots so his cabal could get the booty: "UPI June 6, 1992 Sovern took over at Columbia after student protests of 1968 and New York's fiscal problems in the '70s resulted in less financial support for the school, a situation made more dire by recent federal government budget cuts. . . But Columbia will be looking for a new president in a period troubled by criticism for destroying records that were being reviewed for improprieties. Universities in general have been under greater scrutiny for how they charge the government for federally sponsored research." When Obama falls in 2010, we should go through the grant-grubbing Ivy Leagues that produce commie-nutty organizers with a flame thrower! Ivy League universities are not good at getting students jobs, only grants to be commie nutty organizers. If you are liberal, anything you do is inherently ethical for the cause, but if you are a conservative, and believe in GOD, family or business, your very moral fiber, even down to trivial autonomic responses, is subject to persecution as either dangerously criminal or the result of clinical illness. Bush 43 had two Ivy degrees and they treated him as stupid because he was conservative even though he had better grades and entrance scores and took a lot tougher courses than Gore. Professors are the ultimate molestor high priests because they extort and control your transcripts and your grants if you turn them in. Like a cult, they will make your children denounce you and everything you stand for as unworthy. The lowest level university bureaucrats actually suffer the worst affectations and are likey to be the most vicious persecutors of your children. No business ever trusts such left wing graduates who don't believe in capitalism and become crooks because they are taught the only way business makes money is crooked so they seek to avenge their unemployability through their own crookedness. The universities consider real jobs and competition beneath them, so they want their little sissies to live off grants, even in the hard sciences or business. How many of their engineering professors have Professional Engineering certification? Almost none! They love foreign students because they slave up and don't expect professors to actually work for the tuition, like American students do. (Surely You Are Joking Feynman p 215 "If I ask you a question during the lecture, afterwards everybody will be telling me, 'What are you wasting our time for in the class? We're trying to learn something. And you're stopping him by asking a question'." ) No middle class parent should consider sending their kids there, because these schools will destroy your entire family. The only schools that unders
Anyone care to address this comment posted by Jack Reylan on my blog? I don't even know where to begin. http://is.gd/eLP8B
@anderscj Just . . . don't.
@anderscj Explaining the Facts will obviously not change his position.How many others think this way? Scary! Stresses the importance of EDU
@anderscj I agree. Good luck!
"The revolutionary's role is to liberate, and be liberated, with the people--not to win them over." Freire
"In their political activity, the dominant elites utilize the banking concept to encourage passivity in the (cont) http://tl.gd/3bpagn
"It is not our role to speak to the people about our own view of the world, nor to attempt to impose that (cont) http://tl.gd/3bpe8s
This lies at the heart of, if I am to diagnose Mr. Reylan's concerns correctly, the problem that most likely prompted a comment of that nature on my blog. The comment was in response, obviously, to the reaction I had in that post to Obama's speech on education and not on my call for dialogue with parents. The problem is, the President we all thought was a populist really is more of a reactionary than a revolutionary leader. It is apparent that the current education reforms, especially in the name of equity for our children, are an imposition of a very narrow way of looking at the world and a narrow view of what we think learning looks like. It is a
view of teaching and learning that is the result of systemic heredity and it is oppressive to those with learning differences and to those who are not among those who meet the idealized learning profile. By drawing a pedagogical line in the sand Obama and Duncan polarize rather than unite on this issue and it is clear that they also polarize on others as well. I think Mr. Reylan's comment is a counter reaction to Obama's reactionary education reform. Neither reactionary stances move us forward.
"The theme of silence suggests a structure of mutism in face of the overwhelming force of the limit-situation." Freire
"The investigator who, in the name of scientific objectivity, transforms the organic into something (cont) http://tl.gd/3c9ec0
Again, another statement that could be applied directly to the current debate on teacher accountability and high-stakes testing. What is amazing is the administration of Hope and Change (and "let me be clear," I support Obama in most other areas of his policy, just not education) has amplified the aspects of NCLB that objectify learning through RTTT rather than engage the people in dialogue on the matter.
"The task of the dialogical teacher in an interdisciplinary team working on the thematic universe revealed (cont) http://tl.gd/3c9hre
"The thematics which have come from the people are returned to them--not as contents to be deposited, but as problems to be solved." Freire