2. Contains the sources you used with links to these sources .25 points
http://en.wikipedia.org/wiki/Culture_of_California
http://en.wikipedia.org/wiki/Culture_of_California#Food_and_cuisine
http://en.wikipedia.org/wiki/Cuisine_of_California
3. Contains a brief paragraph how it connects to your study of humanities. 1 point
I chose California Cuisine because so many cultures center around the table with family and local food. This is the 'gathering spot' for many family members and friends, for discussion and entertainment. It is not just about food, although that varies from culture to culture, but it is about life and communication.
"The culture of California is a Western culture and most clearly has its roots in the culture of the United States. As a border and coastal state, however, Californian culture has been greatly influenced by several large immigrant populations, especially those from Latin America and East Asia." the cuisine of California is cuisine of the U.S. with major influences of the immigrants, especially those of Mexico,Asia and the Pacific Islands.
4. Contains the following "analytical elements":
1. Observation: What did you choose? What do you see or hear or feel or think of in the choice you made? What is the subject of the work? If you chose a 'thing' what is the work made of and what techniques (colors, lines, shapes, textures)does the creator use? Be specific in your description. If you chose a place, be specific in your description of what you see or hear. Talk to your reader as though they cannot see the item but somehow must draw a painting of what you see or hear. 1 point
I chose California Cuisine. I think of such a multitude of aromas that I experience as I walk through downtown Santa Rosa. There's Italian, Thai, Mexican, Himalayan, Japanese, Chinese, Indian, French, and even Polish pirogi. The curries and salsas blending in with the nutmeg and the like in the French sauces. You can find just about any cuisine from around the world in just a mile or two span. I feel comfort and family. The colors and textures are as varied as the dishes. The bright reds and greens of the salsas and the rusts of the curries. The steaming white rice adds to the entire experience.
2. Interpretation: What is your choice about? Give specific examples to support this statement in 2 sentences; do so in a way that teaches us something about your choice. Make Paulo Freire proud! .75 point
My choice is about how these foods originated and the work and love for family that went into each dish. I see how each creation is the work of taking local foods from these individual areas and working their "magic" to create, not just sustenance, but love and family and gathering and sharing of values and ideas.
3. Judgment: What led you to your choice? What do you think or feel about this choice? Why do you feel this way? Support your thoughts with specific observations. .5 point
We have been very open to try many "ethnic" restaurants in the area and have been amazed at each different experience, and that is why I chose it. Many of these restaurants have such friendly people of the nationality of the food they serve, that I find we learn much from them and enjoy the feeling of family shared with them. Perhaps I find a nice quiet meal away from the hubbub of "American" fast food chains puts me in a more receptive mood to learn more about the culture behind the window dressing. Sizzling Tandoor, for example, have wonderful people there. They welcome you as in their own home. They have artifacts and decorations all around that are actually from their country as well as old recipes that are genuine.
4. Questioning: What else would you like to know about this choice? When completing the question section, lead your audience into the question by stating a fact you do know, yet you still have the related question. This way, both your audience and you will have an educational experience. Example: I learned that John Steinbeck's Grapes of Wrath was based on his personal experience working with farm workers. I would like to know if the characters he used in that book are fictitious or are they people he met? .5 point
I know the ingredients for many of the dishes that I have spoken of. I would like to know more about how these things are prepared in the native country. I would like to be more open to starting more conversations with these people to learn more of their backgrounds. I would love to visit some of the countries to see things first-hand.
5. Using your classmates work from last week, tell us one thing you learned from 1 student. Is this one thing some common experience you share or some experience that is completely different than what you experienced? Is this one thing related to our class theoretical foundation and if so, how? Is that one thing related to historical or cultural context of this country or a different one? Link that persons blog to this entry (eg cut paste that blog entry here) . .5 point
I chose Andrea Pruett's blog and her discussion of the California Academy of Science soon to open after major renovation and remodeling. I, too, am anxious to be able to see this for myself. I, too, am very into the goings on in San Francisco because it is full of educational opportunities, including the world we live in. This center is involved with cultural context of the U.S. as well as other countries, boasting aquariums of exotic fishes of the world as well as a replication of a rain forest. Again, it does relate to our theoretical foundation since we're learning of culture from each other through a sharing interchange.
http://apruett27.blogspot.com/2008/09/assignment-2b-california-academy-of.html
Saturday, September 27, 2008
"Assignment 2b-The California Museum"
2. Contains the sources you used with links to these sources .25 points
www.CaliforniaMuseum.org/exhibits.html
www.youtube.com/watch?v=2EKqIvdsOuM
www.youtube.com/watch?v=fQ9Tt8tMP5s
3. Contains a brief paragraph how it connects to your study of humanities. 1 point
The California Museum relates to the study of humanities by covering such a
vast array of artists and dreamers of California that have done so much in
shaping this state, from the pioneers to modern musicians, actors and the like.
4. Contains the following "analytical elements":
1. Observation: What did you choose? What do you see or hear or feel or think of in the choice you made? What is the subject of the work? If you chose a 'thing' what is the work made of and what techniques (colors, lines, shapes, textures)does the creator use? Be specific in your description. If you chose a place, be specific in your description of what you see or hear. Talk to your reader as though they cannot see the item but somehow must draw a painting of what you see or hear. 1 point
I chose The California Museum. As you approach the building you don't think
much of it. It's surrounded by the sounds and smells of a busy urban street in
in a huge city. However it houses so much information on the contributing
inhabitants of California, the somewhat drab outside gives way to amazement
once inside. The activity and color livens you once inside, even when you pick
a 'quiet' day there. There is something for everyone including exhibits of
authors, architects, actors, singers, musicians, sculptors, humanitarians,
fitness pioneers, peace advocates and scientists. People from all
backgrounds that revolutionized California and thus the country are honored
here.
2. Interpretation: What is your choice about? Give specific examples to support this statement in 2 sentences; do so in a way that teaches us something about your choice. Make Paulo Freire proud! .75 point
My choice is about often overlooked people who shaped this state and country.
A little more "out of the way" type museum of diversity and I certainly found
it in The California Museum.
3. Judgment: What led you to your choice? What do you think or feel about this choice? Why do you feel this way? Support your thoughts with specific observations.5 points
I was looking for a museum that I hadn't heard of before. When researching on " Youtube", I was captivated by the list of inductees for 2008 and the diversity that they represented. Then noticing exhibits on Latinas and the early pioneers I saw the diversity that I was looking for.
4. Questioning: What else would you like to know about this choice? When completing the question section, lead your audience into the question by stating a fact you do know, yet you still have the related question. This way, both your audience and you will have an educational experience. Example: I learned that John Steinbeck's Grapes of Wrath was based on his personal experience working with farm workers. I would like to know if the characters he used in that book are fictitious or are they people he met? .5 point
I found, as mentioned before, many different arts and cultures represented,but I would like to know if there is any exhibit that would credit the Native Americans who live in the area as to their obvious contribution to California.
5. Using your classmates work from last week, tell us one thing you learned from 1 student. Is this one thing some common experience you share or some experience that is completely different than what you experienced? Is this one thing related to our class theoretical foundation and if so, how? Is that one thing related to historical or cultural context of this country or a different one? Link that persons blog to this entry (eg cut paste that blog entry here) . .5 point
I checked out Sam's Blog on Monterey.
I had never realized that Montery is considered "The language capital of the World" and there is work done in learning other languages and providing translators to that degree. I always thought of Monterey as just "a pretty face", and have only been there for the face value of a pretty area,so I guess I would consider her experience similar in the fact that Monterey has beauty, yet different in that I only saw the surface features. I feel this observation is related to our class theoretical foundation in that there's an educational experience to learn from each other and the interpretors trained there absolutely add to advancement of learning and understanding cultures within the U.S. as well as other countries and languages.
http://pattersons64.blogspot.com/2008/09/2a-monterey-monterey-county.html
www.CaliforniaMuseum.org/exhibits.html
www.youtube.com/watch?v=2EKqIvdsOuM
www.youtube.com/watch?v=fQ9Tt8tMP5s
3. Contains a brief paragraph how it connects to your study of humanities. 1 point
The California Museum relates to the study of humanities by covering such a
vast array of artists and dreamers of California that have done so much in
shaping this state, from the pioneers to modern musicians, actors and the like.
4. Contains the following "analytical elements":
1. Observation: What did you choose? What do you see or hear or feel or think of in the choice you made? What is the subject of the work? If you chose a 'thing' what is the work made of and what techniques (colors, lines, shapes, textures)does the creator use? Be specific in your description. If you chose a place, be specific in your description of what you see or hear. Talk to your reader as though they cannot see the item but somehow must draw a painting of what you see or hear. 1 point
I chose The California Museum. As you approach the building you don't think
much of it. It's surrounded by the sounds and smells of a busy urban street in
in a huge city. However it houses so much information on the contributing
inhabitants of California, the somewhat drab outside gives way to amazement
once inside. The activity and color livens you once inside, even when you pick
a 'quiet' day there. There is something for everyone including exhibits of
authors, architects, actors, singers, musicians, sculptors, humanitarians,
fitness pioneers, peace advocates and scientists. People from all
backgrounds that revolutionized California and thus the country are honored
here.
2. Interpretation: What is your choice about? Give specific examples to support this statement in 2 sentences; do so in a way that teaches us something about your choice. Make Paulo Freire proud! .75 point
My choice is about often overlooked people who shaped this state and country.
A little more "out of the way" type museum of diversity and I certainly found
it in The California Museum.
3. Judgment: What led you to your choice? What do you think or feel about this choice? Why do you feel this way? Support your thoughts with specific observations.5 points
I was looking for a museum that I hadn't heard of before. When researching on " Youtube", I was captivated by the list of inductees for 2008 and the diversity that they represented. Then noticing exhibits on Latinas and the early pioneers I saw the diversity that I was looking for.
4. Questioning: What else would you like to know about this choice? When completing the question section, lead your audience into the question by stating a fact you do know, yet you still have the related question. This way, both your audience and you will have an educational experience. Example: I learned that John Steinbeck's Grapes of Wrath was based on his personal experience working with farm workers. I would like to know if the characters he used in that book are fictitious or are they people he met? .5 point
I found, as mentioned before, many different arts and cultures represented,but I would like to know if there is any exhibit that would credit the Native Americans who live in the area as to their obvious contribution to California.
5. Using your classmates work from last week, tell us one thing you learned from 1 student. Is this one thing some common experience you share or some experience that is completely different than what you experienced? Is this one thing related to our class theoretical foundation and if so, how? Is that one thing related to historical or cultural context of this country or a different one? Link that persons blog to this entry (eg cut paste that blog entry here) . .5 point
I checked out Sam's Blog on Monterey.
I had never realized that Montery is considered "The language capital of the World" and there is work done in learning other languages and providing translators to that degree. I always thought of Monterey as just "a pretty face", and have only been there for the face value of a pretty area,so I guess I would consider her experience similar in the fact that Monterey has beauty, yet different in that I only saw the surface features. I feel this observation is related to our class theoretical foundation in that there's an educational experience to learn from each other and the interpretors trained there absolutely add to advancement of learning and understanding cultures within the U.S. as well as other countries and languages.
http://pattersons64.blogspot.com/2008/09/2a-monterey-monterey-county.html
Saturday, September 20, 2008
"2a. San Francisco"
1. Contains a title using the format listed above .25 points
2. Contains the sources you used with links to these sources .25 points
http://en.wikipedia.org/wiki/San_Francisco_California
http://en.wikipedia.org/wiki/Coit_tower
http://en.wikipedia.org/wiki/Golden_Gate_Bridge
http://en.wikipedia.org/wiki/Chinatown,/San_Francisco_California
http://en.wikipedia.org/wiki/Japantown,/San_Francisco_California
3. Contains a brief paragraph how it connects to your study of humanities. 1 point
The citizen concern for the beautifying of the city, as in the case of Lillie
Hitchcock Coit, shows the unique and magnificence of this city. The diversity
in the culture shows here as in no other city. Although somewhat grouped in
distinct districts, groups of many nationalities work, learn and play together,
yet keep their individual cultures alive.
4. Contains the following "analytical elements":
1. Observation: What did you choose? What do you see or hear or feel or think of in the choice you made? What is the subject of the work? If you chose a 'thing' what is the work made of and what techniques (colors, lines, shapes, textures)does the creator use? Be specific in your description. If you chose a place, be specific in your description of what you see or hear. Talk to your reader as though they cannot see the item but somehow must draw a painting of what you see or hear. 1 point
San Francisco has always drawn me as my first love since I first rode over that glorious bridge in 1965. The "feel" of this city is as no other. That first time was as a tourist. I saw Fisherman's Wharf, Coit Tower, Lombard St., but I realized, even as a child that there was so much more that this city had to offer. I saw secluded parks, yet skyscrapers and bustling streets. I saw artistic expression, yet quiet neighborhoods. The massive Coit Tower, made of concrete, yet with murals and set in such a beautiful way that so much beauty and majesty was added to the city by it. The concrete was stark, yet not harsh. Flowers planted all around it's base. The view was incredible. The entire atmosphere of the city engulfed you as you stood there. The bay, past Alcatraz and THE BRIDGE. The towering buildings, so massed together yet so clean and fresh. I so enjoyed passing through North Beach, Chinatown and Japantown. So many different peoples, yet all involved in the same daily life.
2. Interpretation: What is your choice about? Give specific examples to support this statement in 2 sentences; do so in a way that teaches us something about your choice. Make Paulo Freire proud! .75 point
My choice is about diversity. Boston has diversity, but I never saw the intermingling of these different peoples. I always saw people of different backgrounds as those not me and it was okay to be curious about them, but not to go further. I was not to delve into the details of their culture and I was sure they didn't care about mine. In San Francisco, I have experienced my first 'Tea Ceremony', my first invitation into a store and home of a Chinese resident to see their real culture. The opportunities to learn from these people are amazing. I'm so sorry I didn't find these opportunities many years ago.
3. Judgment: What led you to your choice? What do you think or feel about this choice? Why do you feel this way? Support your thoughts with specific observations. .5 point
I chose San Francisco for many of the reasons already stated. I love the tourist side of the city for I'm sure that adds to what "San Franciso" is all about. However, there are endless cultural things to do and see here, such as being there for the various festivals of the peoples all around the city, that I feel no other place could offer more. As mentioned, the festival at Japantown not only gives glimpses of the Japanese culture in America, but in Japan itself. Having dinner in North Beach is more than just an Italian meal. It's an Italian cultural experience, if you take the intitiative to draw people into conversation.
4. Questioning: What else would you like to know about this choice? When completing the question section, lead your audience into the question by stating a fact you do know, yet you still have the related question. This way, both your audience and you will have an educational experience. Example: I learned that John Steinbeck's Grapes of Wrath was based on his personal experience working with farm workers. I would like to know if the characters he used in that book are fictitious or are they people he met? .5 point
I have learned that San Francisco has been shaped by many cultures and generous people who shared my love of the city. I know there are so many more diverse groups in the city and would like to know if there's a way to know so much more about them than just what you can learn from an event or one invitation. I wonder if living among the different peoples would give a better idea of what backgrounds they have and what we share.
5. Using your classmates work from last week, tell us one thing you learned from 1 student. Is this one thing some common experience you share or some experience that is completely different than what you experienced? Is this one thing related to our class theoretical foundation and if so, how? Is that one thing related to historical or cultural context of this country or a different one? Link that persons blog to this entry (eg cut paste that blog entry here) . .5 point
I have read Jessica's last week's assignments and she stated that it's important to learn about how other countries view education and that she feels lucky to be able to have the education available to her.http://assignment1a.blogspot.com/2008/09/assignment-1c.html
I agree with her completely. I hear about other countries that are ahead of us in the quality of education. Maybe so. However, I am very appreciative that we have the opportunities that we do, and the diversity to learn from as well. I just wish that I had been more interested in learning more when I was 20, and when there was more time.
2. Contains the sources you used with links to these sources .25 points
http://en.wikipedia.org/wiki/San_Francisco_California
http://en.wikipedia.org/wiki/Coit_tower
http://en.wikipedia.org/wiki/Golden_Gate_Bridge
http://en.wikipedia.org/wiki/Chinatown,/San_Francisco_California
http://en.wikipedia.org/wiki/Japantown,/San_Francisco_California
3. Contains a brief paragraph how it connects to your study of humanities. 1 point
The citizen concern for the beautifying of the city, as in the case of Lillie
Hitchcock Coit, shows the unique and magnificence of this city. The diversity
in the culture shows here as in no other city. Although somewhat grouped in
distinct districts, groups of many nationalities work, learn and play together,
yet keep their individual cultures alive.
4. Contains the following "analytical elements":
1. Observation: What did you choose? What do you see or hear or feel or think of in the choice you made? What is the subject of the work? If you chose a 'thing' what is the work made of and what techniques (colors, lines, shapes, textures)does the creator use? Be specific in your description. If you chose a place, be specific in your description of what you see or hear. Talk to your reader as though they cannot see the item but somehow must draw a painting of what you see or hear. 1 point
San Francisco has always drawn me as my first love since I first rode over that glorious bridge in 1965. The "feel" of this city is as no other. That first time was as a tourist. I saw Fisherman's Wharf, Coit Tower, Lombard St., but I realized, even as a child that there was so much more that this city had to offer. I saw secluded parks, yet skyscrapers and bustling streets. I saw artistic expression, yet quiet neighborhoods. The massive Coit Tower, made of concrete, yet with murals and set in such a beautiful way that so much beauty and majesty was added to the city by it. The concrete was stark, yet not harsh. Flowers planted all around it's base. The view was incredible. The entire atmosphere of the city engulfed you as you stood there. The bay, past Alcatraz and THE BRIDGE. The towering buildings, so massed together yet so clean and fresh. I so enjoyed passing through North Beach, Chinatown and Japantown. So many different peoples, yet all involved in the same daily life.
2. Interpretation: What is your choice about? Give specific examples to support this statement in 2 sentences; do so in a way that teaches us something about your choice. Make Paulo Freire proud! .75 point
My choice is about diversity. Boston has diversity, but I never saw the intermingling of these different peoples. I always saw people of different backgrounds as those not me and it was okay to be curious about them, but not to go further. I was not to delve into the details of their culture and I was sure they didn't care about mine. In San Francisco, I have experienced my first 'Tea Ceremony', my first invitation into a store and home of a Chinese resident to see their real culture. The opportunities to learn from these people are amazing. I'm so sorry I didn't find these opportunities many years ago.
3. Judgment: What led you to your choice? What do you think or feel about this choice? Why do you feel this way? Support your thoughts with specific observations. .5 point
I chose San Francisco for many of the reasons already stated. I love the tourist side of the city for I'm sure that adds to what "San Franciso" is all about. However, there are endless cultural things to do and see here, such as being there for the various festivals of the peoples all around the city, that I feel no other place could offer more. As mentioned, the festival at Japantown not only gives glimpses of the Japanese culture in America, but in Japan itself. Having dinner in North Beach is more than just an Italian meal. It's an Italian cultural experience, if you take the intitiative to draw people into conversation.
4. Questioning: What else would you like to know about this choice? When completing the question section, lead your audience into the question by stating a fact you do know, yet you still have the related question. This way, both your audience and you will have an educational experience. Example: I learned that John Steinbeck's Grapes of Wrath was based on his personal experience working with farm workers. I would like to know if the characters he used in that book are fictitious or are they people he met? .5 point
I have learned that San Francisco has been shaped by many cultures and generous people who shared my love of the city. I know there are so many more diverse groups in the city and would like to know if there's a way to know so much more about them than just what you can learn from an event or one invitation. I wonder if living among the different peoples would give a better idea of what backgrounds they have and what we share.
5. Using your classmates work from last week, tell us one thing you learned from 1 student. Is this one thing some common experience you share or some experience that is completely different than what you experienced? Is this one thing related to our class theoretical foundation and if so, how? Is that one thing related to historical or cultural context of this country or a different one? Link that persons blog to this entry (eg cut paste that blog entry here) . .5 point
I have read Jessica's last week's assignments and she stated that it's important to learn about how other countries view education and that she feels lucky to be able to have the education available to her.http://assignment1a.blogspot.com/2008/09/assignment-1c.html
I agree with her completely. I hear about other countries that are ahead of us in the quality of education. Maybe so. However, I am very appreciative that we have the opportunities that we do, and the diversity to learn from as well. I just wish that I had been more interested in learning more when I was 20, and when there was more time.
Friday, September 12, 2008
Assignment 1c
The first student's work that I have read was Debbie. I found that she's working at her A.S. Degree and to transfer. She, as most of us, is interested in culture and diversity.
She brought out the information on Paulo Freire's teaching the 300 sugarcane workers how to read and write in 45 days.
Another quote that she addressed was "Nobody starts reading the word because before the word, what we have to read at our disposal is the world...men invented the language..centuries later, men invented the writing. I enjoyed her explanation of how instead of reading about flowers out of a book in a classroom, the theory shows how we need to go out and see the flowers, touch them and smell them for ourselves.
Jessica H. is also planning to transfer and she knows where she's going. This impresses me since not only am I not planning to go beyond the J.C., but my daughter has been taking classes for some time and is still not sure of her direction or where she plans to transfer to. Through this, I appreciate how difficult a decision this is and I admire someone who has made that decision.
Jessica stated a name to Paulo Freire's theory "Bare Feet Can Also Learn To Read" regarding the sugarcane workers' educational experience. The intent was to teach five million adults to be literate. Very interesting is the point made that at the time only literate adults could vote. Since landowners were scared that the peasants would be able to vote against them, it resulted in Paulo's imprisonment and exile.
Another point she found was that Africa was willing to adapt Freire's methods to teach at a national level of non-formal adult education. Many industrialized societies have taken his methods as a tool for political empowerment.
I hope that this information will encourage our class to undertake the information we learn in the spirit of Paulo Freire's method and some great discussions and interchange of ideas will take place. I have never been great at this, but this information has encouraged me in realizing the benefit of this course.
She brought out the information on Paulo Freire's teaching the 300 sugarcane workers how to read and write in 45 days.
Another quote that she addressed was "Nobody starts reading the word because before the word, what we have to read at our disposal is the world...men invented the language..centuries later, men invented the writing. I enjoyed her explanation of how instead of reading about flowers out of a book in a classroom, the theory shows how we need to go out and see the flowers, touch them and smell them for ourselves.
Jessica H. is also planning to transfer and she knows where she's going. This impresses me since not only am I not planning to go beyond the J.C., but my daughter has been taking classes for some time and is still not sure of her direction or where she plans to transfer to. Through this, I appreciate how difficult a decision this is and I admire someone who has made that decision.
Jessica stated a name to Paulo Freire's theory "Bare Feet Can Also Learn To Read" regarding the sugarcane workers' educational experience. The intent was to teach five million adults to be literate. Very interesting is the point made that at the time only literate adults could vote. Since landowners were scared that the peasants would be able to vote against them, it resulted in Paulo's imprisonment and exile.
Another point she found was that Africa was willing to adapt Freire's methods to teach at a national level of non-formal adult education. Many industrialized societies have taken his methods as a tool for political empowerment.
I hope that this information will encourage our class to undertake the information we learn in the spirit of Paulo Freire's method and some great discussions and interchange of ideas will take place. I have never been great at this, but this information has encouraged me in realizing the benefit of this course.
Saturday, September 6, 2008
Assinment 1b
Saturday, September 6, 2008
Assignment 1b
Paulo Freire (1921-1997) was born and raised in Brazil during the Great Depression era. He saw first-hand the need for social awareness and improvement, as well as just education for all. He experienced the poverty and hunger of this tragic time. He was imprisoned and exiled. He saw and taught in many parts of the world. He spoke with first-hand knowledge and experience when he presented his theories. He lived them. And, what further credential would make him more qualified?
He promoted the teaching method of dialogue between teacher and student, where each would respectfully learn from the other. This would serve as the basic role of classroom participation. This is in strong contrast to the teacher/student dichotomy that so often exists. He attacked the "banking" system concept of education where the student was viewed as an empty "account" to be filled by the teacher.
He also presented the idea of "Critical Conscientiousness" which involves recognizing the connection between the individual's problems and experiences and the social contexts in which they're imbedded. This is the first step in power and "know-how" to take action against oppression while stressing the importance of liberating education. Again, dialogue and concern for the oppressed, with people working together to enhance the community, through deepening understanding, would make a major difference in the world. This, in turn, leads us to act in ways that make for justice and human flourishing. This is understood to be able to transform reality.
www. wikipedia. org/paulo_Freire
www.infed.org/thinkers/et-freir.htm
He promoted the teaching method of dialogue between teacher and student, where each would respectfully learn from the other. This would serve as the basic role of classroom participation. This is in strong contrast to the teacher/student dichotomy that so often exists. He attacked the "banking" system concept of education where the student was viewed as an empty "account" to be filled by the teacher.
He also presented the idea of "Critical Conscientiousness" which involves recognizing the connection between the individual's problems and experiences and the social contexts in which they're imbedded. This is the first step in power and "know-how" to take action against oppression while stressing the importance of liberating education. Again, dialogue and concern for the oppressed, with people working together to enhance the community, through deepening understanding, would make a major difference in the world. This, in turn, leads us to act in ways that make for justice and human flourishing. This is understood to be able to transform reality.
www. wikipedia. org/paulo_Freire
www.infed.org/thinkers/et-freir.htm
Wednesday, August 27, 2008
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