A Pedagogy as Education to Active Thinking

In our study, we analyse some reflections contained in the education thought of John Dewey, Paulo Freire and Peter McLaren. The three thinkers, with mutually different methods, have, in our opinion, as common point the intention to show that no education system is neutral in relation to the wa...

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Autores principales:	Gianluigi Segalerba, Oleg Yurievich Latyshev-Maysky
Formato:	article
Lenguaje:	PT
Publicado:	Coimbra University Press 2020
Materias:	Dewey Democracy Freire Banking concept of education McLaren Self-transformation Education (General) L7-991 Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/0beefbb2e48b4c34bffdcffdb399a53b
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id	oai:doaj.org-article:0beefbb2e48b4c34bffdcffdb399a53b
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spelling	oai:doaj.org-article:0beefbb2e48b4c34bffdcffdb399a53b2021-11-11T10:08:54ZA Pedagogy as Education to Active Thinking10.14195/1647-8614_54_20870-418X1647-8614https://doaj.org/article/0beefbb2e48b4c34bffdcffdb399a53b2020-12-01T00:00:00Zhttps://impactum-journals.uc.pt/rppedagogia/article/view/8967https://doaj.org/toc/0870-418Xhttps://doaj.org/toc/1647-8614 In our study, we analyse some reflections contained in the education thought of John Dewey, Paulo Freire and Peter McLaren. The three thinkers, with mutually different methods, have, in our opinion, as common point the intention to show that no education system is neutral in relation to the way in which societies are organised: all systems of education aim at the constitution of a particular kind of society through the formation of a corresponding mentality in the individuals. The ethical and political foundations of a society are mirrored in the education system: any reform of the society should, therefore, begin with the reform of the education system; furthermore, any reform of the society cannot be effective unless it is founded on the reform of education. As regards Dewey’s observations, we concentrate our attention on his criticism of any education system based on the passivity of pupils and on the massification of students: Dewey steadily pleads for a system of education aiming at the individualisation of pupils. As regards Freire’s meditation, we point out Freire’s uncovering of the oppression exercised against the subaltern classes through the traditional education systems: the constant relegation of pupils of the oppressed classes to a condition of total passivity, which is the aim of the system of education described by Freire as the banking concept of education, destroys any sense and aspiration to autonomy in the pupils themselves. Self-depreciation of pupils is the result of the traditional system of education. McLaren points out that a correct system of education should have as its own aim the self-transformation and the empowerment of the students: educators ought to uncover the relations holding between knowledge, which is always a social construct, and the interests of the dominant class. Gianluigi SegalerbaOleg Yurievich Latyshev-MayskyCoimbra University PressarticleDeweyDemocracyFreireBanking concept of educationMcLarenSelf-transformationEducation (General)L7-991Special aspects of educationLC8-6691PTRevista Portuguesa de Pedagogia, Vol 54 (2020)
institution	DOAJ
collection	DOAJ
language	PT
topic	Dewey Democracy Freire Banking concept of education McLaren Self-transformation Education (General) L7-991 Special aspects of education LC8-6691
spellingShingle	Dewey Democracy Freire Banking concept of education McLaren Self-transformation Education (General) L7-991 Special aspects of education LC8-6691 Gianluigi Segalerba Oleg Yurievich Latyshev-Maysky A Pedagogy as Education to Active Thinking
description	In our study, we analyse some reflections contained in the education thought of John Dewey, Paulo Freire and Peter McLaren. The three thinkers, with mutually different methods, have, in our opinion, as common point the intention to show that no education system is neutral in relation to the way in which societies are organised: all systems of education aim at the constitution of a particular kind of society through the formation of a corresponding mentality in the individuals. The ethical and political foundations of a society are mirrored in the education system: any reform of the society should, therefore, begin with the reform of the education system; furthermore, any reform of the society cannot be effective unless it is founded on the reform of education. As regards Dewey’s observations, we concentrate our attention on his criticism of any education system based on the passivity of pupils and on the massification of students: Dewey steadily pleads for a system of education aiming at the individualisation of pupils. As regards Freire’s meditation, we point out Freire’s uncovering of the oppression exercised against the subaltern classes through the traditional education systems: the constant relegation of pupils of the oppressed classes to a condition of total passivity, which is the aim of the system of education described by Freire as the banking concept of education, destroys any sense and aspiration to autonomy in the pupils themselves. Self-depreciation of pupils is the result of the traditional system of education. McLaren points out that a correct system of education should have as its own aim the self-transformation and the empowerment of the students: educators ought to uncover the relations holding between knowledge, which is always a social construct, and the interests of the dominant class.
format	article
author	Gianluigi Segalerba Oleg Yurievich Latyshev-Maysky
author_facet	Gianluigi Segalerba Oleg Yurievich Latyshev-Maysky
author_sort	Gianluigi Segalerba
title	A Pedagogy as Education to Active Thinking
title_short	A Pedagogy as Education to Active Thinking
title_full	A Pedagogy as Education to Active Thinking
title_fullStr	A Pedagogy as Education to Active Thinking
title_full_unstemmed	A Pedagogy as Education to Active Thinking
title_sort	pedagogy as education to active thinking
publisher	Coimbra University Press
publishDate	2020
url	https://doaj.org/article/0beefbb2e48b4c34bffdcffdb399a53b
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A Pedagogy as Education to Active Thinking

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