Please enable JavaScript.

Coggle requires JavaScript to display documents.

Findings Week #5 (Social Reconstructivism (Kostylo (Intro (• “Learning…

- - - - • “Learning that the will of the majority can and should be done, even if the minority does not agree with it, is an elementary point of democratic education. So is the assimilation of the principle that the minority has a right, and even an obligation, to criticize the majority and force through – certainly within the limits of the law – their own point of view.” (Kostylo, p. 22)
    - - • “Perennialism focuses the hope for proper education and, indeed, also for a healthy culture in returning to the idea of the Middle Ages, to the eternal principles of truth, good and beauty.” (Kostylo, p. 24)
    - - • “Similarly to perennialism, another current, essentialism, is predominantly focused on cultural transmission. Although change is not one of its goals, the notion of democracy is understood much more broadly in it.” (Kostylo, p. 25)
    - - • “progressivism situates itself, along with reconstructionism, definitely on the side of change and emancipation, and not of adaptation and adjustment, where perennialism and essentialism can be found.” (Kostylo, p. 27)
    - - • “Its first goal should be to convince the members of society of the need to take action for social change. Reconstructionism assumes a possibility of effective change. It is characterized by meliorism and utopianism. All projects and activities undertaken for the sake of change must be subject to a continuous democratic debate of free citizens.” (Kostylo, p. 29)
    - - • “In my opinion, in the most important of them the proposal of reconstructionism is considered to be a utopia on the grounds that it does not take into account the strength of multinational production, service or financial corporations, which do not include meeting the need for democracy of individual people and whole societies in their objectives. On the contrary, their aim is to use inequalities to achieve higher profits.” (Kostylo, p. 32)
  - - - “In the banking concept of education, knowledge is a gift bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing” (Freire, 2005, p. 72).
      - “Education thus becomes an act of depositing, in which the students are the depositories and the teacher is the depositor. Instead of communicating, the teacher issues communiques and makes deposits which the students patiently receive, memorize, and repeat. This is the "banking" concept of education, in which the scope of action allowed to the students extends only as far as receiving, filing, and storing the deposits.” (Freire, 2005, p. 72)
      - "The banking approach to adult education, for example, will never propose to students that they critically consider reality. It will deal instead with such vital questions as whether Roger gave green grass to the goat, and insist upon the importance of learning that, on the contrary, floger gave green grass to the rabbit."
      - “The capability of banking education to minimize or annul the students’ creative power and to stimulate their credulity serves the interests of the oppressors, who care neither to have the world revealed nor to see it transformed. The oppressors use their "humanitarianism" to preserve a profitable situation.” (Freire, 2005, p. 73)
      - "The "humanism" of the banking approach masks the effort to turn women and men into automatons—the very negation of their ontological vocation to be more fully human."
    - - “In problem-posing education, people develop their power to perceive critically the way they exist in the world with which and in which they find themselves; they come to see the world not as a static reality, but as a reality in process, in transformation” (Freire, 2005, p. 83).
      - “Through dialogue, the teacher-of-the-students and the students-of-the-teacher cease to exist and a new term emerges: teacher-student with students-teachers. The teacher is no longer merely the-one-who-teaches, but one who is himself taught in dialogue with the students, who in turn while being taught also teach.” (Freire, 2005, p. 80)
      - “The role of the problem-posing educator is to create; together with the students, the conditions under which knowledge at the level of the doxa is superseded by true knowledge, at the level of the logo.” (Freire, 2005, p. 81)
      - “Students, as they are increasingly posed with problems relating to themselves in the world and with the world, will feel increasingly challenged and obliged to respond to that challenge.” (Freire, 2005, p. 81)
        
        “Their response to the challenge evokes new challenges, followed by new understandings; and gradually the students come to regard themselves as committed.” (Freire, 2005, p. 81)
      - “In problem-posing education, people develop their power to perceive critically the way they exist in the world with which and in which they find themselves; they come to see the world not as a static reality, but as a reality in process, in transformation.” (Freire, 2005, p. 83)
      - problem-posing education involves a constant unveiling of reality….strives for the emergence of consciousness and critical intervention in reality..” (Freire, p. 81)