000			02116nam a2200157Ia 4500
020			_a014025403X
082			_a320.07 _bFRE
100			_aFreire, Paulo
245			_aPedagogy of the oppressed. Tr. by Myra Bergman Ramos
260			_aNew Delhi _bPenguin Books _c1996
300			_a164,xip.
500			_aCONTENTS Publisher's Foreword 9 Foreword by RICHARD SHAULL 11 Preface 17 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 25 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 52 Chapter 3 Dialogics-the essence of education as the practice of freedom; dialogics and dialogue; dialogue and the search for program content; the human-world relationship, generative themes, and the program content of education as the practice of freedom; the investigation of generative themes and its methodology; the awakening of critical consciousness through the investigation of generative themes; the various stages of the investigation 68 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 antidialogical 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 106
890			_aIndia
891			_aSchool of Planning, CEPT Uni.
999			_c25114 _d25114