Status Updates From The Politics of Education: ...

“The recommendation that resulted from that conference, which was sponsored by a Pennsylvania organization called research for Better School RBS (a federally funded education laboratory in Philadelphia, Pennsylvania) have been submitted to the national Institute of education with whom RBS has a contract to research, develop and disseminate moral/citizenship education program… as to avoid public hostility.”

“Early in June 1976, 85 top level members of the educational lead and assortment of influential change agents met in an invitation, only conference in Philadelphia to draft recommendations on how to put moral/citizenship education (MCE) programs in every school in the country…“

“One of the great merits of the Chinese, cultural revolution was its rejection of the static, antidialectical, over conservative concepts of China’s history. Here there seems to be a permanent mobilization of people in the sense of consciously creating & creating society. In China, to be conscious is not a slogan or ready-made idea. To be conscious is a radical way of being, a way characteristic of humanity.”

‘Conversely, the educator must propose to the learners that they die as the exclusive learners of educator so that they could be reborn as a real learners-educators of the self educator and self learner. Without this mutual death and rebirth, education for freedom is impossible.“

“Although the educator in the domesticating model always remains the educator of learners, the educator for freedom has to die, so to speak, as the exclusive educator of learn learners, that is, as the one educating them.”

“If we don’t transcend the idea of education as pure transference of a knowledge that merely describes reality, we will prevent critical consciousness from emerging that reinforced political literacy. If our power of choice is really revolutionary, we have to transcend all kinds of education in order to achieve another, one in Wyche, no and to transform reality are reciprocal prerequisite.”

“… Learners are viewed as members of a large family of the oppressed. Answers for their situation, do not reside in their learning to read alienating stories, but and they’re making history that will actualize their lives.“

“Education of a liberating character is a process by which the educator invites learners to recognize and then bail reality critically. The domestication practice tries to impart a false consciousness to learners, resulting in a fatal adaptation in the reality; whereas liberating practice cannot be reduced to an attempt on the part of the educator to post freedom on learners.“

“It would be extremely naïve to expect the dominant class to develop a type of education that would enable subordinate classes to perceive social justice critically.”

“. . the social structures are never discussed as a problem that needs to be revealed. Quite the contrary, these structures are made obscure by different forms of action that reinforce the learners false consciousness.… make clear that whether working at the elementary, secondary, or university level or an adult literacy, a self-aware bourgeois educator cannot avoid being engaged in this kind of action.

In humanistic terms, knowledge involves a constant unity between action and reflection upon reality. Like our presence in the world, our consciousness, transforms knowledge acting on and thinking about what enables us to reach the stage of reflection. This is precisely why we must take our presence into the world as the focus of our critical analysis.“

“There can be no conscientiization without denunciation of unstructured, a thing that cannot be expected of the right. Nor can there be a popular conscientization for domination. The rights invents new forms of cultural action only for domination.“

“Only Praxis in the context of communion makes ‘conscientization’ a viable project. Concentration is a joint project and that it takes place in a man among other men, men, united by their action and by the reflection upon the action and upon the world. Thus men together achieve the state of perceptive clarity that Goldman calls ‘the maximum of potential consciousness beyond real consciousness’.“

‘He dreamt of a new man being born in the experience of liberation. In this sense, Guevara incarnated the authentic revolutionary utopia. He was one of the great prophets of the silent ones of the Third World. Conversant with many of them, he spoke on behalf of all of them.“

“In the same spirit of communion, Rivera‘s gorilla encampment served as a theoretical context in which he and his companions together analyze the concrete events. They were living through and playing their strategy of their action… He justified gorilla warfare as an introduction to freedom, as a call to life to those who are the living dead.“

“Che Guevara is an example of the unceasing witness revolutionary leadership gives to dialogue with the people… That anyone who wants to become a true revolutionary must be in communion with the people.“

“Such a perception will lead the learners to recognize a much greater right than that of being literate. They will ultimately recognize that… They have the right to have a voice.“

“… the literary process must relate to speaking the word to transforming reality, & man’s role in this transformation. Perceiving the significance of the relationship is indispensable for those learning to read & write if we are really committed to liberation.”

“If learning to read and write is to constitute an act of knowing, the learners must assume from the beginning the role of the creative subjects. It is not a matter of memorizing and repeating, given syllables, words, and phrases, but rather of reflecting critically on the process of reading and writing itself, and on the profound significance of language.“

“Nearly teaching men to read and write, does not work miracles; if they are not enough jobs for men able to work, teaching more men to read and write will not create them.“

“All educational practice applies a theoretical stance on the educators part. This dance intern and flies.- sometimes more, sometimes less explicitly- an interpretation of man in the world… The process of men’s orientation in the world involves not just association of sense images… It involves, above all, thought language…”

“… Claiming neutrality does not constitute neutrality; quite the contrary, it helps, maintain the status quo.“

“The means of production must be linked to literacy … so that literacy becomes an act, not just a transference, of knowledge.“

“… educators… objective shouldn’t be to describe something to be memorized. Quite the contrary, they should ‘problematize ’situations, present the challenge of reality that the learners confront every day.“

“Learning to read and write, then, won’t have any meaning, if it’s done through a purely mechanical repetition of syllables.”