This is the PDF-PowerPoint which I used for my lecture at the Web Fest “Equality, Democracy & People's Enlightenment: Ideas of Dr. B. R. Ambedkar & Dr. Paulo Freire for the uplift of the underprivileged Community”, jointly organised by the UNIVERSITY OF KALYANI, WEST BENGAL, INDIA & UNESCO CHAIR, GLOBAL ADULT EDUCATION, UNIVERSITY OF MALTA on 24th May 2023. The title of my lecture was: “Self-transcendence in Paulo Freire”.
Dear Doctor
The following quotations from your valuable presentation impacts me and impact all for their effective words.
“Problem-posing education is revolutionary futurity. Hence it is prophetic futurity (and as such, hopeful). Hence, it corresponds to the historical nature of humankind. Hence, it affirms women and men as beings who transcend themselves, who move forward and look ahead, for whom immobility represents a fatal threat, for whom looking at the past must only be a means of understanding more clearly what and who they are so that they can more wisely build the future” (Pedagogy of the Oppressed 1970/1992, p. 84)
"Individuals are not bound to the specific conditions in which they live and work: they are something else and something more than these conditions, even though they are not immediately conscious of it.
- Individuals are not chained to a dimension, to a fixed nature, essence, duty, place in the society."
Dear Doctor look at remark2 how wonderful meanings hold
"To say that individuals transcend themselves means that individuals cannot be identified with their position in reality and in the society. Transcending oneself means openness to action, to project, to modification of one’s own conditions: it means doing plans for the future and hope in the future. It means that individuals are born free as regards their dimension in the world: they are not identifiable with the conditions they live in. Conscience is not chained life, is not a replica of answers to impulses. It is an I who organizes life. Individuals transcends themselves: they are not entities coinciding with their position in the society, with their specific conditions, with the duties they must carry out in reality."
Now remark 5 with its precious meanings
"Past is a dimension which is considered only in order to understand the mistakes of the past; it is not a dimension which has to be venerated. Past is not to be transmitted as an untouchable tradition. It is not something which has to be accepted without any criticism whatsoever. The dimension of future and of hope in the future are the dimension of the critical pedagogy. The dimension of future is a dimension of change, the reality considered as something which is mutable opens the way to hope. Humankind has a historical nature: this means that humankind is in development: future is not the replica of the present; the reality is not given once and for all."
Now Dear Doctor the following words impresses one really
Principles of the problem-posing pedagogy – 1 –
"- Reality is not given once and for all. Reality is in development; it is in process. History as development and change in reality exists. Reality is not complete: a new creation of reality is possible.
- Reality is open: there is future, there is hope, there is a sense in the individual action directed to change.
- Individuals transcends themselves: they are essentially different from the conditions in which they live and from the duties they accomplish within the society."
Now I do like to paste the following quotation
Remarks – 1 –
"Freire’s pedagogy is directed to schools but not only to schools. Freire’s pedagogy is directed, generally, to the minds quite independently of the environment in which the minds are, live and operate. Pedagogy deals with the way of liberation of minds, i.e., with the conscientização to which minds are to be led. Every environment can be appropriate for conscientização: therefore, Freire dedicates his attention, for instance, both to students and to peasants. Problem-posing education is not only scholastic education, it does not regard only the school environment. Freire’s pedagogy is not only a pedagogy for schools: it is a pedagogy for life conditions, for the analysis of the society. It is not reserved to schools or to students."
Dear Doctor really grateful for you for admitting such great work
Sincere Regards
- Badges
- Science topic
- Similar topics
- Computer Communications (Networks)
- Simulators