Pedagogy of the oppressed
著者
書誌事項
Pedagogy of the oppressed
Penguin, 1996, c1970
New rev. ed
- タイトル別名
-
Pedagogía del oprimido
- 統一タイトル
-
Pedagogía del oprimido
大学図書館所蔵 全12件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
Penguin Education
Originally published: [S.l.] : Continuum, 1970
内容説明・目次
内容説明
This text argues that the ignorance and lethargy of the poor are the direct result of the whole economic, social and political domination. The book suggests that in some countries the oppressors use the system to maintain a "culture of silence". Through the right kind of education, the book suggests, avoiding authoritarian teacher-pupil models and based on the actual experiences of students and on continual shared investigation, every human being, no matter how impoverished or illiterate, can develop a new awareness of self, and the right to be heard.
目次
- Chapter 1: the justification for a pedagogy of the oppressed
- the contradiction between the oppressors and the oppressed, and how it is overcome
- oppression and the oppressors
- oppression and the oppressed
- liberation - not a gift, not a self-achievement, but a mutual process. Chapter 2: the "banking concept" of education as an instrument of oppression - its presuppositions - a critique
- the problem-posing concept of education as an instrument for liberation - its presuppositions
- the "banking" concept and the teacher-student contradiction
- the problem- posing concept and the supersedence of the teacher-student contradiction
- education - a mutual process, world-mediated
- people as uncompleted beings, conscious of their incompletion, and their attempt to be more fully human. Chapter 3: dialogics - the essence of education as the practice of freedom
- dialogics and dialogue
- dialogue and the search for programme content
- the human-world relationship, "generative themes", and the programme content of education as the practice of freedom
- the investigation of "generative themes"
- the various stages of the investigation. Chapter 4: antidialogics and dialogics as matrices of opposing theories of cultural action - the former as an instrument of oppression and the latter as an instrument of liberation
- the theory of anti-dialogical action and its characteristics
- conquest, divide and rule, manipulation, and cultural invasion
- the theory of dialogical action and its characteristics - cooperation, unity, organization and cultural synthesis.
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