Tammy’s Reviews > The Politics of Education: Culture, Power and Liberation > Status Update

“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.“

“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.“