Pedagogy Quotes
The best sayings about Pedagogy that you can share on Instagram, Pinterest, Facebook and other social networks!
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As a mode of public pedagogy, a state of permanent war needs willing subjects to abide by its values, ideology, and narratives of fear and violence. Such legitimation is largely provided through a market-driven culture addicted to the production of consumerism, militarism and organized violence, largely circulated through various registers of popular culture that extend from high fashion and Hollywood movies to the creation of violent video games and music concerts sponsored by the Pentagon.
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Whether we're talking about race or gender or class, popular culture is where the pedagogy is, it's where the learning is.
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I woke up to the world of science when my high school chemistry teacher introduced me to the elegantly ordered periodic table.
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If kids come to us from strong, healthy functioning families, it makes our job easier. If they do not come to us from strong, healthy, functioning families, it makes our job more important.
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Pedagogy, like language itself, can either liberate or imprison ideas, inspire of suffocate constructive thinking.
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How can the oppressed, as divided, unauthentic beings, participate in developing the pedagogy of their liberation?
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With the rise of new technologies, media, and other cultural apparatuses as powerful forms of public pedagogy, students need to understand and address how these pedagogical cultural apparatuses work to diffuse learning from any vestige of critical thought. This is a form of public pedagogy that needs to be addressed both for how it deforms and for how it can create important new spaces for emancipatory forms of pedagogy.
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I think feminist pedagogy should not simply expose students to a particularized academic scholarship but that it should also envision the possibility of activism and struggle outside the academy.
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This book will present some aspects of what the writer has termed the pedagogy of the oppressed, a pedagogy which must be forged with, not for, the oppressed (whether individuals or peoples) in the incessant struggle to regain their humanity.
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Although psychology and pedagogy have always maintained the belief that a child is a happy being without any conflicts, and have assumed that the sufferings of adults are the results of the burdens and hardships of reality, it must be asserted that just the opposite is true. What we learn about the child and the adult through psychoanalysis shows that all the sufferings of later life are for the most part repetitions of these earlier ones, and that every child in the first years of life goes through and immeasurable degree of suffering.
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Indeed, the interests of the oppressors lie in 'changing the consciousness of the oppressed, not the situation which oppresses them.
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The oppressors do not favor promoting the community as a whole, but rather selected leaders.
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Washing one's hands of the conflict between the powerful and the powerless means to side with the powerful, not to be neutral.
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The principal agent is the object itself and not the instruction given by the teacher. It is the child who uses the objects; it is the child who is active, and not the teacher.
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Pedagogy of the Oppressed resonated with progressive educators, already committed to a 'child-centered' rather than a 'teacher-directed' approach to classroom instruction. Freire's rejection of teaching content knowledge seemed to buttress what was already the ed schools' most popular theory of learning, which argued that students should work collaboratively in constructing their own knowledge and that the teacher should be a 'guide on the side,' not a 'sage on the stage.'
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Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other.
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In Greek, our word for play is paidia and the word for education is paideia, and it is very natural and right that these words should be entangled at the root, together with our word for children, paides, which gave you your words pedagogy and pediatrician.
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Any situation in which some men prevent others from engaging in the process of inquiry is one of violence;… to alienate humans from their own decision making is to change them into objects.
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A US Department of Education; implementation of a scientific materialist philosophy; studies, being cleansed of religious, patriotic and other features of the bourgeois ideology; students taught on the basis of Marxian dialectical materialism, internationalism and general ethics of a new socialist society; present obsolete methods of teaching will be superseded by a scientific pedagogy. The whole basis and organization of capitalist science will be revolutionized. Science will become materialistic, hence truly scientific. God will be banished from the laboratories as well as from the schools.
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In all the works on pedagogy that ever I read — and they have been many, big, and heavy — I don't remember that any one has advocated a system of teaching by practical jokes, mostly cruel. That, however, describes the method of our great teacher, Experience.
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A revolutionary must become a cold killing machine motivated by pure hate. We must create the pedagogy of the paredón [execution wall].
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We teachers can only help the work going on, as servants wait upon a master.
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It is not suprising that the banking concept of education regards men as adaptable, manageable beings.
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Dehumanization, although a concrete historical fact, is not a given destiny but the result of an unjust order that engenders violence in the oppressors, which in turn dehumanizes the oppressed
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The greatest humanistic and historical task of the oppressed: to liberate themselves.
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Mathematicians do not study objects, but relations among objects; they are indifferent to the replacement of objects by others as long the relations don't change. Matter is not important, only form interests them.
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But when all is said and done, the fact remains that some teachers have a naturally inspiring presence and can make their exercises interesting, whilst others simply cannot. And psychology and general pedagogy here confess their failure, and hand things over to the deeper spring of human personality to conduct the task.
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Indeed, some "revolutionaries" brand as "innocents," "dreamers," or even "reactionaries"; those who would challenge this educational practice. But one does not liberate people by alienating them. Authentic liberation - the process of humanization - is not another deposit to be made in men.
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Leaders who do not act dialogically, but insist on imposing their decisions, do not organize the people--they manipulate them. They do not liberate, nor are they liberated: they oppress.
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Health education emphasizing risks is a form of pedagogy, which, like other forms, serves to legitimize ideologies and social practices. Risk discourse in the public health sphere allows the state, as the owner of knowledge, to exert power of the bodies of its citizens. Risk discourse, therefore, especially when it emphasizes lifestyle risks, serves as an effective Foucauldian agent of surveillance and control that is difficult to challenge because of its manifest benevolent goal of maintaining standards of health. In doing so, it draws attention away from the structural causes of ill-health.
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