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View Full Version : On Dialog, Love, and where we need to start



choppedliver
06-08-2009, 09:33 PM
Somehow this passage by Paolo Friere in "Pedogogy of the Oppressed" (pp77-79) seems apropo here today:

transcribing here, typos be damned!


If it is in speaking their word that men, by naming the world, transform it, dialogimposes itself as the way by which men achieve significance as men. Dialog is thus an existential necessity. And since dialog is the encounter in which the united reflection and action of the dialogers are addressed to the world which is to be transformed and humanized, this dialog cannot be reduced to the act of one person's "depositing" ideas in another, nor can it become a simple exchange of ideas to be "consumed" by the discussants. Nor yet is it a hostile, polemical argument between men who are committed neither to the naming of the world, nor to the search for truth but rather to the imposition of their own truth. Because dialog is an encounter among men who name the world, it must not be a situation where some men name on behalf of others. It is an act of creation: it must not serve as a crafty instrument for the domination of one many by another. The domination implicit in dialog is that of the world by the dialogers: it is conquest of the world for the liberation of man.

Dialog cannot exist, however, in the absence of a profound love for the world and for men. The naming of the world, which is an act of creation and re-creation is not possible if it is not infused with love. Love is at the same time the foundation of dialog and dialog itself. It is thus necessarily the task of responsible Subjects and cannot exist in a relation of domination...
Because love is an act of courage, not of fear, love is commitment to other men. No matter where the oppressed are found, the act of love is commitment to their cause - the cause of liberation. And this commitment, because it is loving, is dialogical. As an act of bravery, love cannot be sentimental; as an act of freedom, it must not serve as a pretext for manipulation. It must generate other acts of freedom: otherwise, it is not love. Only by abolishing the situation of oppression is it possible to restore the love which that situation made impossible. If I do not love the world-if I do not love life-if I do not love men- I cannot enter dialog.

On the other hand dialog cannot exist without humility. The naming of the world, through which men constantly re-create that world, cannot be an act of arrogance. Dialog, as the encounter of men addressed to the common task of learning and acting, is broken if the parties (or one of them) lack humility. How can I dialog if I always project ignorance onto others and never perceive my own? How can I dialog if I regard myself as a case apart from other men - mere "its" in whom I cannot recognize other "I's"? How can I dialog if I consider myself a member of the in-group of "pure" men, the owners of truth and knowledge, for wholm all non-members are "these people" or "the great unwashed"? How can I dialog if I start from the premise that naming the world is the task of an elite and that the presence of the people in history is a sign of deterioration, thus to be avoided? How can I dialog if I am closed to-and even offended by - the contribution of others? How can I dialog if I am afraid of being displaced, the mere possibility causing me torment and weakness? Self-sufficiency is incompatible with dialog. Men who lack humility (or have lost it) cannot come to the people cannot be their partners in naming the world. Someone who cannot acknowledge himself to be as mortal as everyone else still as a long way to go befefore he can reach the point of encounter. At the point of encounter there are neither utter ignoramuses nor perfect sages: there are only men who are attempting, together, to learn more than they now know.

Anybody want to talk about where we need to get?

on edit, written as much for me as anyone...

anaxarchos
06-08-2009, 10:06 PM
Mary, perhaps we can have a division of labor and those who are expert in such issues can take care of things like love and sensitivity and dialog. I don't know anything about shit like that. I am an industrial.

And as far Paolo Friere goes... I don't know anything about him either, except that I know that I don't like the summabitch.

http://www.burrowsleaforge.co.uk/images/at_anvil_l.jpg

choppedliver
06-08-2009, 10:16 PM
Mary, perhaps we can have a division of labor and those who are expert in such issues can take care of things like love and sensitivity and dialog. I don't know anything about shit like that. I am an industrial.

And as far Paolo Friere goes... I don't know anything about him either, except that I know that I don't like the summabitch.

http://www.burrowsleaforge.co.uk/images/at_anvil_l.jpg



Hi Anax, I hope you aren't basing your judgment of the man on this passage alone...it really does keep me in line when working with my students...I was a tin knocker before I was a teacher, girth welder actually. Maybe its the 660 volt that went from my finger tip to my ass connected to the conveyer belt that made me overly sensitive ;)

I'm just trying to stop the petty bickering that I see happening from time to time, maybe a different passage would have been less sweet and more palatable...anyway, I just want the discourse to get us moving, maybe we can agree there??

choppedliver
06-08-2009, 10:35 PM
Mary, perhaps we can have a division of labor and those who are expert in such issues can take care of things like love and sensitivity and dialog.

Hey Anax, on another thought, I don't think a division is something we need to discuss, my "labor" naturally entails working with young people, which forces me to continually be considering the adolescent mind and emotions...and trying to keep them intact and functional in a world that would mold them to be inhuman at times...as a union rep I am starting to see the brutal side of management on trying to force us into working conditions that don't allow us to keep the kids thinking...it does have a connection.. (I have a bad cold, my only disclaimer...)

TBF
06-08-2009, 11:36 PM
Mary's certainly got my vote for love & sensitivity guru. :D

But Paolo Friere is a hero in educational circles for his work with literacy and non-hierarchical teaching strategies. Besides being a lawyer by training, which I will admit lowers him a notch, why is it that you don't like him?

choppedliver
06-09-2009, 07:07 AM
Mary's certainly got my vote for love & sensitivity guru. :D



Thanks, J., (I think ???) at the moment I do think anger is the emotion that needs to be tapped, rage , but if love isn't the basis for revolution, (and I don't mean sentimentality) then we'll end up with just another dominant paradigm to subvert when its all said and done...its the lack of love of humanity that allows the capitalists to have the upper hand...

Kid of the Black Hole
06-09-2009, 09:19 AM
Oh my God, you guys are all hippies!

;)

Kid of the Black Hole
06-09-2009, 12:07 PM
And as far Paolo Friere goes... I don't know anything about him either, except that I know that I don't like the summabitch.

Interestingly, I looked this guy up. Turns out, he cribs rather liberally (in just about every sense of the word "liberal") from Hegel with the special caveat that he appropriates the lexicon more than the spirit (sic) of Hegel himself. I couldn't have placed the name but I was casually familiar with his work Pedagogy of the Oppressor (sic if I got the title wrong)

Unfortunately, it is hard to tell who is loopier: Freire or his detractors/commentators

To wit:

http://www.pipeline.com/~rougeforum/freirecriticaledu.htm

EDIT: I bolded the part that is most directly relevant to what Mary posted, although even that tidbit could afford to filter out some of the crazy-ass parts


In order to understand how it is that Freire can call himself a "totality," yet can say he believes in original sin on one page, and feel no need to criticize his support for the mechanically orthodox regimes in Grenada and Guinea Bissau on another page, it is necessary to take a detour to investigate some philosophical options, in this case two options, each with important subsets (Freire, 1994, p.167; Freire, 1999a, p.30). The two key options are idealism and materialism. The subsets which I hope to simplify and make understandable are subjective and objective idealism , on the one hand, and mechanical and dialectical materialism on the other hand. (2)

Idealism is most easily presented in misusing Descartes', "I think therefore I am." Or, in the bible, "In the beginning was the Word. The word was in God's presence, and the word was God" (John 1:1). Idealism suggests that the world is a construction of the mind. Subjective idealism, briefly put, is the notion that nothing exists but the mind, and all else is apparitions. No one could be a full-blown subjective idealist and function, worrying at every step that the body might fly off into space-gravity being a problem if forgotten.

Objective idealism, told well with the tale of Plato's cave, his story of the people for whom images on a wall are the reality of the world, is the belief that while all begins with the mind, or god, there is indeed a world which is of interest to the mind, or god, and is likely to be a manifestation of a microcosm of the mind. God, in this view, would be interested in class struggle. Objective idealism was later codified by the great systematizer, Hegel. For the idealist, the external world is a creation of the mind, if it exists at all. For the subjective idealist, really nothing can change. For the objective idealist, Hegel, the motor of change is necessarily the mind-which sets up all the change that follows. For a subjective idealist, there is really no possibility for historical change, as one could never tell, the only test being in one's own head. For an objective idealist, there can be history, and it can be relatively factual, if taken as the progress of the mind. At the end of the day, any form of idealism is a closed system, a turn to faith for proofs, a decision to be irrational. Irrationalism, the decision to worship the gap between what is known and what is not known, in an world of exploitation and inequality, is a partisan position (Lukacs, 1952, p.100).

Materialism is perhaps summed up well with this counter-quote to the Bible from Mary Coomes, "In the beginning was the world. Then came people. Then came the struggle for life and production, and reproduction, the deed. Ideas developed in social practice...." (Gibson, 1994, p.61). Mechanical materialism, probably best or most popularly represented by what has become known as Orthodox Marxism (an oxymoron for Marx), or Kautskyism, or Stalinism, the vision of the Second International later adopted by Bolshevism, is a belief in the inevitability of change through incremental additions: add up x amount of productive capacity and you get socialism. Marx attacked mechanical materialism in his Theses on Feuerbach, in which he emphasized, "human sensuous activity, practice....."(his emphasis). Marx repeatedly insisted that the greatest productive force is class consciousness, class struggle, but honest, and dishonest, revolutionaries ran into what they saw as the irreconcilable contradiction of consciousness, and productive economic development for abundance-sharing later.

Dialectical materialism, the study of change in the material world, is the idea that things do indeed exist external to you or me, although we are clearly part of the world, and that things change, and that human agency, including conscious agency, is a key part of social change.

I suggest in the paragraphs to come that Freire can only be considered a Hegelian objective idealist, and that as such, he represents, as did Hegel, a vital contribution to the understanding and necessity of change, but that his advice is finally a cul-de-sac from which people interested in equality and democracy must at some point depart. Hegel's contributions are monumental, as Freire's borrowing from him demonstrates. Hegel, however, lived two centuries before Freire.

While Freire wants to locate himself in the complexities of dialectical materialism, outside the bounds of either the idealists or mechanical materialists, it remains that he cannot go further than to examine the world as a creation of his mind, and to reduce the world to the dichotomies, the appearances, that his mind initially is able to comprehend, not the richness of the material world as it transforms. While Freire's language is full of discourse about domination and oppression, he is never able to transcend this key understanding and reach into the content of these factors in labor, exploitation, or sexual oppression. He is able, in pedagogy and in print, to take up questions of a central issue of life, the construction of knowledge, but he can eclectically pass but a glance at the sources of the enemy of wisdom: irrationalism (Freire, 1998b, p.42, 45).

There is little evidence that Freire had a good grasp of history, or historiography. Like many academic educators, he was rooted in philosophy and pedagogy, something of a hollow shell for a Marxist. The absence of historical understanding may have deepened Freire's objective idealism. He had few clear suggestions on how to get from what is to what ought to be, mostly an intellectualized denunciation of what is, and a utopian vision of where to be. Because of this his abstraction is pure abstraction, distanced from the complexity of material circumstances, and his ability to break out complex internal relations is mainly theory, quasi-religion, representative of educators with thin substantive backgrounds, who focus on pedagogical forms-absent history---and venture that one pedagogical emptiness slips into philosophy, and back again. With a limited grasp of history, for example, Freire is left analyzing racism in the common place terms of the right wing of multi-culturalsm-as a system of nasty ideas with no particular material base. He suggests that reason can overcome exploitation.

Allow me to pass beyond subjective idealism, since no one functioning in our world could fully adopt it and take a step with any confidence, and try to examine objective idealism more deeply through Hegel, who I think is Freire's forefather.

For the mature Hegel, not necessarily the anti-clerical Hegel who supported the violence of the French Revolution, but the Hegel of The Logic, the world is a totality, an unlimited whole, and its motive force is the absolute, ever-lasting Mind, "and whose outer form is but the manifestation of the Mind--su

ch manifestation culminating in conscious units identical with nature in the mind. That is all." Hence, people walk not because of their evolutionary relationship with the world, but because they will it (Bryant, 1971, p.21, 31--his emphasis). The world exists, things change, but things as they change are the product of an Absolute Spirit directing change to and from itself. Truth is in the Absolute spirit, and is in microcosm within the developing minds which are headed toward the Spirit. Because Hegel posited the existence of a world in change, and because he exhausted incredible, if sometimes undecipherable, discipline in examining its changes, Marx was able later to find and transcend the "rational kernel" inside Hegel's shell. Indeed, Lenin would later say that no one could understand Marx without having read, and understood, Hegel's Logic, making a problem of all he, Lenin, wrote earlier, like What is to Be Done? (Lenin, 1976, p180).

Narcissism is imbedded in any form of idealism-as anyone who knows Freire's postmodernist fan-club has probably noticed. If all one can be sure of is the mind, all one can really be sure of is one's own mind, a propensity that leads to the fetishism about the self in some forms of postmodernism, and in parts of Freire. (Freire, 1998b, p.17-21). Flowing outward from the idealist's consciousness, the representative of consciousness, language, above and predating, preempting, labor and sexuality, becomes central. It make sense that if the mind is principal, then its communicative processes constitute the key to the processes of change. This goes to the fascination of right-wing postmodernism with discourse analysis--abstracted from the processes of the material world. It follows, as well, that an idealist position will posit an eternal ethics, as distinct from ethics derived from a material analysis of social conditions, and insist that if there is to be hope, it must be couched in the language of those ethics, finally, a battle between good and evil (Freire, 1998b, p.98). As Marx repeatedly suggested, criticism of religion is always helpful in critiquing our world, and it is in Freire's.

Freire makes this analysis an uneasy one. He occasionally appropriates ideas of "over-determination," to demonstrate the relationship of culture, language, and economic structures. Yet, like Althusser, Freire remains bound in their dualism and impenetrability, rather than probing deeply into their inter-relationship. Freire, as an objective idealist, is left with language, culture, and mythology, over-determining life (Freire 1998b, p.78, Freire, 1998a, p.98, Palmer 1990, Dewitt, p.85-87). Sometimes in Freire, we find clues of the distortion of Gramsci's (and many others) views of the semi-autonomous nature-and the predictable next move, the autonomous nature--of the state, when in fact it is not mainly the state that is semi-autonomous, but capital.

"...and distribution was made to everyone, according as he had need" Acts 4:35,

While recognizing Hegel's profound contribution with the study of consciousness and transformation, and the efforts of a later philosopher, Feuerbach, Marx sought to address the question of subjectivity and objectivity through a careful examination of the material world and social practice. He suggested that the answers lay not in further theoretical contemplation: "Their resolution is therefore by no means merely a problem of knowledge, but a real problem of life, which philosophy could not solve precisely because it conceived this problem merely to be a theoretical one" (Marx, 1978, p.89). Here Marx begins to build the notion that it is not possible to be dialectical, to understand how things change, without being a materialist, without positing the primacy of the external material world-and the interaction of, human, ideas.

Marx digs into Hegel's notions of labor in order to demonstrate this thesis. "Hegel conceives labor as man's act of self-genesis--conceives man's relation to himself as an alien being and the manifesting of himself as an alien being to be the coming-to-be of species-consciousness and species-life." Marx goes on to suggest that Hegel's is an examination of the mind, "formal and abstract," and is at once superficial and incapable of offering a solution, an annulment, other than in thought (Marx, 1978, p. 121). Yet Lenin's reading of Hegel demonstrates that Hegel did indeed offer Lenin the chance to understand transformation through contradiction, as a transition of thorough-going difference, overcoming, grasped in the material world, beyond ordinary imagination (Lenin 1976 p143).

Nevertheless, Marx credits Hegel with identifying labor as the essence of human life, seeing the alienation of people from their creative lives as a critical problem in existence, and with the understanding that the genesis of human life is in relation to labor. Hegel apprehended moreover, the beginning of the philosophy of contradictions, negativity, at the heart of that process (Marx, 1978, 112). Hegel, in his world constructed in the mind, a world in motion toward the absolute spirit, understood that things change, and in studying how things change, his profoundly systematic honest investigation concluded, philosophically, that things change because they are composed of a unity and struggle (unity temporary, struggle permanent) of oppositions: Contradictions.

Dialectical materialism, counter to Lenin (and even some of Marx) does not simply invert Hegel's notion of the Idea as the beginning of matter and motion. It does not simply turn Hegel on his head. Perhaps a better metaphor would be to turn Hegel inside out. Metaphors, in this case, though, may not work well at all. To shift from the Idea to the material world, is not to merely replace one initiating agent with another, one shell with another, but to introduce an entirely new set of complexities, a compass with much greater capability than the beginning point offered in Hegel. It means, too, to replace the test of truth in Hegel, theory (the application of an abstract truth to manipulate the collection of facts) with the test of truth in Marx, praxis, social practice. This ends the linear dualism of thesis/anti-thesis/synthesis in Hegel, and suggests a sense of history best represented graphically by a spiral. Further, this makes possible a study of relationships, the unity and struggle of complex opposites, in both form and content, while Hegelian objective idealism remains stuck in deep contemplation of appearances, forms--abstracted or estranged from their related content. In practice, the left-Hegelian mechanical socialists rooted truth inside the central committee; right-Hegelian irrationalists locate truth in god, mysticism. Dialectical materialism locates truth, as a simultaneously relative and absolute phenomena, in social praxis, the developing relationships of understanding and concrete tests. Since theory trails (and sometimes leaps ahead of) practice, dialectical materialism, in contrast to idealism is an open system, recognizing the incomplete nature of understanding. The material world always hold more to be discovered. To reiterate and abridge, it is not possible to be dialectical without being a materialist, and vice- versa (Korsch, 1970, p.130-136; Sartre, 1960, p.19)). Idealism closes the system (even against Freire's many protests that his system remains unfinished), while dialectical materialism grasps, and opens it (Freire, 1998 p119). Things change, ceaselessly.

To expand, in his first and fourth thesis on Feuerbach ( early philosopher of mechanical materialism), Marx offers his initial warnings that it is not possible to be dialectical, to understand change, without being a thorough-going materialist, grounded in the understanding that being initiates consciousness--which reverberates back and recreates being-- that the material world exists in a relationship with the mind, neither

preempted by the other. He suggests that Feuerbach detaches himself from a material understanding, then contemplates his own singular ideas within the limits of his mentally constructed, dogmatic, contradictions. Marx urges a project that is rooted in the reciprocal interaction of change and the material world, of ideas and things, each creating and recreating the other.

In his critique of religion, Marx sought to do more than counter it, but to examine and surpass it, a dialectical materialist transformation. So, too, against Feuerbach, Marx wrote of the working class as the class that is "superior to society," the class that can consciously transform its conditions, not to reproduce domination, but because of the material interests of that class as the interests of all of humanity, to end domination.

Georg Lukacs sews this thread as a theme into most of his work. In "The Young Hegel," Lukacs indicates that, "contradiction is the profoundest principle of all things...." However, he continues, "this doctrine of contradiction can only be worked out adequately and consistently within a materialist dialectic in which it can be regarded as the intellectual mirroring of the dynamic contradictions of objective reality." Surely the great Hungarian dialectical philosopher would agree that the mirroring involves mutuality, reflecting, recreating, making profound, and reflecting back upon-and transforming (Lukacs, 1954, p.218).

Lukacs identifies Hegel as an "objective idealist" and describes how Hegel's dialectics had to play out.

"There can only be an objective idealist dialectics (a) if we may assume the existence of something that goes beyond the consciousness of individuals but is still subject-like, a kind of consciousness, (b) if amidst the dialectical movement of the objects dialectics can discern a development which moves toward a consciousness of itself in this subject, and (c) so if the movement of the world of objects achieves an objective and subjective, a real and conscious union with knowledge. Thus the identical subject object is the central pillar of objective idealism, just as the reflection in human consciousness of an objective reality subsisting independently of consciousness is the crux of materialist epistemology." (3)

Now let us return to Marx attacking the Young Hegelians: (They) "consider conceptions, thoughts, ideas, in fact all of the products of consciousness, to which they attribute an independent existence, as the real chains of men...it is evident (they) have to fight only against those illusions of consciousness...they are fighting only against "phrases". They forget that to these phrases they themselves are only opposing other phrases, in no way combating the real existing world when they are merely combating the phrases of the world" (Marx-Engels Reader. 1978, p149).

Moreover, a fundamental understanding of historical or dialectical materialism (in which nothing comes from nothing) is that the elements of hope for a new or better world reside in the old, including the ideas necessary to forge a bridge, really a leap, from one to the next: critical imagination as distinct from dreamy imagination. It follows that a deep study of particulars, coupled with transformative practice guided by that study, is the both the source and the route toward social change. Lukacs suggests that the objective idealist stance, in a sense, subverted Hegel's project of understanding what makes people continuously allow themselves to be turned into agents of their own subjugation, that is, Hegel's inability to probe deeply into understanding alienation (Lukacs, 1954, p.19).

Bertell Ollman believes that the route to the solution of the concept-object paradox is through the process of abstraction.

"Marx claims his method starts from the real concrete and proceeds through abstraction (the intellectual activity of breaking this whole down into mental units with which we think about it) to the 'thought concrete' (the reconstituted and now understood whole present in the mind). The real concrete is simply the world in which we live, in all its complexity. The thought concrete is Marx's reconstruction of that world in the theories of what has become known as "Marxism". The royal road to understanding is said to pass from one to the other through the process of abstraction" (Ollman, 1993, p.24).
Ollman, then, underscores the relationship of ideas to the material world rather like a numerator and denominator in a fraction whose whole would evaporate in the absence of either.

For Freire, filled with a lifetime of radical Roman Catholicism, the material world is subordinate to, and plays itself out in, the world of ideas and religion. Abstraction often comes from first examining the processes of the mind--which can never be as fertile as the "real concrete." Because the mind of a serious objective idealist combines a gaze that must be finally both consummate and omnipotent with real respect for the material world, Freire is able to present himself as a totality, not a dichotomy, yet present a philosophy of appearances and clear, unreconcilable, contradictions (Freire, 1998a, p.30).

Consider the obvious parallel of reading the word, the world, critical consciousness and revolution, with reading the word and revelation, "Blessed is he that readeth the words for the time is at hand." (Revelations 1:3) In Freire's framework, like Hegel's, where the word often comes first, God would be attentive to dialectical materialism. And reading the word would necessarily be the pathway to liberation.

Freire is no subjective idealist, one who would argue that the material world is simply an enchantment of the mind. In Freire's work, the world and the mind exist, but finally as territory in the mind of a god. This is what makes it possible for Freire to presume both a belief in original sin and in revolution. (Freire, 1998b, p.36-38, 59, 98, and 12, 14). However complex and contradictory--for Hegel could hardly be considered a patron of traditional organized Christianity--Christianity and Hegelianism are at the heart of a significant sector of Freire's theoretical base. These factors are the sources of his idealism--which Lukacs has identified as objective idealism. Freire commented that he never lost Jesus when he discovered Marx. Christianity and Hegelianism, both well-springs of Marxism, are also the foundations for Freire's reverence for equality and the importance of leadership and ideology (Gibson, 1994, p.112).

Objective idealism leads Freire to easily resolve, or personify, an apparently impossible binary: literacy for liberatory consciousness becomes literacy for national economic development (Freire, 1978, p.30). This, at the end of the day, was the project of the Grenadian New Jewel Movement, Cabral's Guinea Bissau, and one of the rocks that shipwrecked orthodox socialism. The goal, once critical consciousness and a self-actualizing working class dedicated to end the long history of the Master-Slave relationship, quickly became national economic development, with the party leadership at the head, living in the best houses around. Freedom was abandoned for the long grinding out of Taylorized industrial necessity. Critique of alienation became confused with the promotion of the gross national product. Concern about exploitation, which never extended into an honest study of surplus value, shifted to a preoccupation with greater output--in the name of socialist equality (Gibson, 1994, p239). A world view that necessarily focuses on appearances, objective idealism, does not go deeper than concern about domination and oppression, "the fundamental theme of our epoch is domination, which implies its opposite, liberation," into the essence of the creation of value, labor, and reproduction, sexuality. (Freire, 1980, p.93).Therefore, in p

ractice, this world view resolves appearances, and fails to get to the heart of things--and ideas. One of Freire's great contributions goes to this issue: that element of liberation which addresses the role of class consciousness as a precondition of social change. (Freire, 1980, p146). Also implied is the role of class consciousness in maintaining change.

Still, in the absence of a profound sense of materialism, Freire can only be superficially dialectical. Consciousness itself is never as rich and complex as the objects and subjects with which it interacts. In other words, Freire embodies a contradiction, a contradiction flowing from the binary created by his objective idealism: he believes ideas change the world, or on the other hand that national technological/economic development changes the world-- and he does not comprehend the interactions of a contradiction in which the power of one element overwhelms the other. Either we become what we wish, that is, a correct reading of the world creates a just world; or we become what the nation can develop, a form of Bolshevik-socialist mechanical materialism. This brittle binary, again, rises from Freire as an objective idealist, one who finally privileges consciousness over being and whose interest in dialectical materialism is subordinate to his beliefs in God and abstractions about reason. Freire rarely makes commonly materialist claims. The words political economy or surplus value get little attention in his works, though he does occasionally affirm or deny the pivotal role of class struggle, depending on what one reads. Freire is at once the modest dialectician and educator, often humbly imperious about his abilities. For Freire, an understanding of the infinite complexity of the real world is, in theory and practice, reduced to a naive binary, as opposed to the multitude of interrelating contradictions that are available to the materialist view. (4)

Lukacs, is especially helpful, "The theoretical cul-de-sacs of the bourgeoisie idealist philosophy , which are continually re-emerging, very often originate in an abstract and antinomic contrast between the material and the mental, the natural and the social, which inevitably leads to the destruction of all genuine dialectical connections and thus makes the specific character of social being incomprehensible" (Lukacs, 1978, p107). Lukacs' contribution is to demonstrate the framework that captures Freire. The caged bird helps build its own cage.

Freire, in both his earliest and his most recent works, tried to defend against this criticism. Indeed, he parries caricatures of the arguments of both the mechanists and the dreamy idealists. He counters those who have, unfairly and superficially I think, called him a keeper for capitalism in crisis (Freire, 1973, p.146; Freire, 1994, p.103; Freire, 1998b, p.95). It is possible, but unlikely, as Martin Carnoy seems to think, that reading Freire is going to be especially good for progressive sectors of capital. (Freire, 1998a, p.7-19). We shall see. But Freire remains stuck, in theory and in practice. The annulment of alienated consciousness, the way an estranged mind is overcome, following Freire's philosophical origins and path, is that progressives should fight for national "economic development, and to limit the size of the state." The guiding hand here should be God's, "a God on the side of those with whom justice, truth, and love should be" (Freire 1998a, p.34,35, 103).

While Freire recognizes a democratic and egalitarian utopian goal, he urges paths-- liberatory consciousness linked to national development-- idealism or mechanical materialism--which in practice have repeatedly been in harsh opposition to each other and yet are twins of the same mother, as we shall see. In practice, national economic development has never played second fiddle to equality and democracy; most certainly beacon issues to the movement for critical consciousness.

In practice, the jailed New Jewel leaders and the Minister of Education in Grenada agreed on the purpose of pedagogy, but lost interest in critically democratic citizens, because national economic development was far more important to them than critical consciousness, at least as long as the former held power. National economic development, moved to the role of the highest priority, means that criticism of the construction of profits, or surplus value, that is the exploitation of labor on the shop floor or in the agricultural field, must take second shrift.

Alienation is, in part, the estrangement of people from other people and their work because they do not control the product or process of production. Human social relations and human creativity, a unity possible today more than ever before, are split apart. Social relations are estranged by ideological systems rooted in opportunist interests--and exploitation. The potential for collective creativity in work becomes an authoritarian relationship--and boredom. Work becomes apart from real life. Work sucks.

Alienation inserts an additional insult: the more working people engage in the central aspect of what might or should be their human creativity--work--the more they empower, enrich, those who own--those who simply want them to work harder, faster, less thoughtfully--and this accelerates the construction of their own oppression. The more that is produced inside this framework, the less human people become.

Really critical literacy which addresses hierarchy and injustice is linked by Freireian magic, objective idealism, to technological national economic progress--rarely the catalyst for deconstructing inequality. Critical consciousness, which must at some point connect with the deeper realities of alienation, the creation of surplus value by work forces which do not control the process or products of their labor, is submerged by promises for justice delayed. Critical consciousness is buried in the productive forces--national economic development.

In Grenada, calls for national economic development meant considerable sacrifice for many people, even though the New Jewel Movement did have a reasonably honest system of national economics. NJM had programs for medical care, the local control and production of local goods and foodstuffs, a plan to build technology through education that predated the Asian Tigers, and a sensible scheme to boost tourism via an international airport. But people remained alienated from the literacy programs which were clearly designed to buttress the NJM economic campaign. People walked away, slept in class. They felt the literacy project was coercive, unconnected to their lives (Gibson, 1994, p.211). Moreover, the same pattern of alienation from school and work, despite the calls to sacrifice for the national economy, continues under the current government, which ironically turned to Fidel Castro to finance a local sports stadium. Cuban assistance with the Grenadian international airport was a key excuse for the 1983 U.S. invasion, and the imprisonment of the NJM leaders.

The main phrase used to sell national economic development is that, "we are all in this together." The socialist project promised that abundance would be on the horizon, and once abundance was achieved through worker sacrifice for national economic development, it would be shared. The line of today's global capital is much the same, except the promise of sharing some day is spoken much more softly, if at all. The belief that we are one, all in the same boat, is Hegelian, a remnant of objective idealism and is fully taken up by Freire. His followers, even those like Martin Carnoy with proud records of taking apart the workings of capital, are thus left with making calls to humanize the culture of the globalization of capital, a social system which Meszaros rightly calls a "giant sucking pump of surplus value." (Freire, 1998a, p.16, 36; Carnoy, 1974; Meszaros, 1995, p.422).

Freire's objective idealism on the on

e hand produces and recreates mechanical materialism on the other hand--a contradiction among many Freire is willing to live with--allowing his admirers to uncritically appropriate only parts of him, without addressing his clear contributions in their complexity. Some adopt Freire's humanism and ignore his politics, others adopt his politics and abuse his humanism. The Grenadian and Guinea Bissau revolutions appropriated the Freire for national economic development and abandoned his ideas about equality and democracy. Others, like Carnoy, lift his humanist and constructivist approaches to literacy, and hush his revolutionary politics. Objective idealism manufactures this binary, and allows Freire to live with his own contradictions.

Still, within Freire's objective idealism, is also the sense that dialectical materialism, which privileges primacy of class struggle and social practice, constitutes a coherent way to comprehend and act on the world. His demands for a critique of praxis create a fair ground for examining his own ideas and those of others. Moreover, Freire's insistence on the importance of ideas (critical consciousness) and leadership inextricably linked to the masses in any struggle for social change and education lays the basis to explore the possibilities of ideology linked to material equality (Freire, 1980, p.124). Freire says critical consciousness is, "....Something which implies to analyze. It is a kind of reading the world rigorously...of reading how society works. It is to better understand the problem of interests, the question of power....a deeper reading of reality...common sense goes beyond common sense." (Freire, 1998b, p.9)

There is much more, but as with the above you will need to use Google translator to convert it from Garble to English

anaxarchos
06-09-2009, 01:03 PM
Mary's certainly got my vote for love & sensitivity guru. :D

But Paolo Friere is a hero in educational circles for his work with literacy and non-hierarchical teaching strategies. Besides being a lawyer by training, which I will admit lowers him a notch, why is it that you don't like him?


Yes, I know he is well regarded in such circles and if I knew him better, I would probably agree. The problem is that every time he is quoted, it is a citation which defies hard headed consideration. It is entirely too personal and includes a set of terms which are indefinite and impossible to unwind.

I don't really blame him for this. It is a sign of the times (and I know this only too well). Taken out of those times, though, the quote typically loses whatever meaning it may have had originally.

In this case, I completely reject the notion that anything that is being discussed at the moment has anything to to with "Love" (implying a "misunderstanding"), whatever that may be and I am pretty sure it may not have anything to do with "dialog" (which implies an equality of ideas and the primacy of personal opinion).

If the quote had been about "truth" (relative though that may be), I wouldn't have a bitch.

anaxarchos
06-09-2009, 01:07 PM
Mary, perhaps we can have a division of labor and those who are expert in such issues can take care of things like love and sensitivity and dialog. I don't know anything about shit like that. I am an industrial.

And as far Paolo Friere goes... I don't know anything about him either, except that I know that I don't like the summabitch.

http://www.burrowsleaforge.co.uk/images/at_anvil_l.jpg



Hi Anax, I hope you aren't basing your judgment of the man on this passage alone...it really does keep me in line when working with my students...I was a tin knocker before I was a teacher, girth welder actually. Maybe its the 660 volt that went from my finger tip to my ass connected to the conveyer belt that made me overly sensitive ;)

I'm just trying to stop the petty bickering that I see happening from time to time, maybe a different passage would have been less sweet and more palatable...anyway, I just want the discourse to get us moving, maybe we can agree there??


Hi Mary. I remember that you were a metal bender and I am aware that many of us can do simultaneous translations amongst the tribes - it is an artifact of our crazy times. See if you can say the same thing to me in shop talk, sister... and let's see if I get what you are saying.

BTW, bickering is never "petty".

choppedliver
06-09-2009, 04:30 PM
Mary, perhaps we can have a division of labor and those who are expert in such issues can take care of things like love and sensitivity and dialog. I don't know anything about shit like that. I am an industrial.

And as far Paolo Friere goes... I don't know anything about him either, except that I know that I don't like the summabitch.

http://www.burrowsleaforge.co.uk/images/at_anvil_l.jpg



Hi Anax, I hope you aren't basing your judgment of the man on this passage alone...it really does keep me in line when working with my students...I was a tin knocker before I was a teacher, girth welder actually. Maybe its the 660 volt that went from my finger tip to my ass connected to the conveyer belt that made me overly sensitive ;)

I'm just trying to stop the petty bickering that I see happening from time to time, maybe a different passage would have been less sweet and more palatable...anyway, I just want the discourse to get us moving, maybe we can agree there??


Hi Mary. I remember that you were a metal bender and I am aware that many of us can do simultaneous translations amongst the tribes - it is an artifact of our crazy times. See if you can say the same thing to me in shop talk, sister... and let's see if I get what you are saying.

BTW, bickering is never "petty".


Actually, didn't do a whole lotta bending, did a whole lotta stick, mig, and brazing, just the sheetmetal workers was our union, when the snot clears out of my head I might be able to wrap my head around a shop translation...been a while

...maybe petty should have been left out, and it was petty of me to put it in, maybe, but if folks can't get over the personal then we ain't goin' anywhere, though having the dime dropped would be serious cause for a little more than bickering.

We are way running out of time, and have to come together any which way we can....and get some major wake ups out there...

TBF
06-09-2009, 04:53 PM
Oh my God, you guys are all hippies! ;)

Heh, most likely I am at least partly guilty as charged on that. It took my poor parents 20 years to figure out one was a hippie and one was a steel mill worker (disabled from serving in same war the other protested), neither understood much of what the other said, and finally they split. Now I am seeing those same dynamics with the democratic party as a whole.

Mary's right that we need to focus, but rounds of kum by ya may not be the way to do it. Maybe some of it has to be hashed out a little. I've only read a little about the feuding in the old threads, but it looks like it was pretty intense with bannings and so forth. Right now the posts are looking better at PI, and people are being engaged so I guess we'll see how it goes.

Kid of the Black Hole
06-09-2009, 04:59 PM
Oh my God, you guys are all hippies! ;)

Heh, most likely I am at least partly guilty as charged on that. It took my poor parents 20 years to figure out one was a hippie and one was a steel mill worker (disabled from serving in same war the other protested), neither understood much of what the other said, and finally they split. Now I am seeing those same dynamics with the democratic party as a whole.

Mary's right that we need to focus, but rounds of kum by ya may not be the way to do it. Maybe some of it has to be hashed out a little. I've only read a little about the feuding in the old threads, but it looks like it was pretty intense with bannings and so forth. Right now the posts are looking better at PI, and people are being engaged so I guess we'll see how it goes.


personally, I am not sure what feuding Mary is targeting with her post here. I was kind of quizzical about it from the get-go, but maybe I just don't "get it"..

I'm not an industrialist but I'm not all that warm and fuzzy either..;)

PS Funny about your parents -- mine don't quite fit the same molds, but both feel they're out of touch with the other. Although they were the ones who went to San Francisco in the 60s and promptly got jobs in brokerage and management in a telco. In their spare time they read The Fountainhead and attended Branden lectures.

I tell them they're like 1 degree apart but they bluster that they're polar opposites ;)

choppedliver
06-09-2009, 05:40 PM
Narcissism is imbedded in any form of idealism-as anyone who knows Freire's postmodernist fan-club has probably noticed. If all one can be sure of is the mind, all one can really be sure of is one's own mind, a propensity that leads to the fetishism about the self in some forms of postmodernism, and in parts of Freire. (Freire, 1998b, p.17-21). Flowing outward from the idealist's consciousness, the representative of consciousness, language, above and predating, preempting, labor and sexuality, becomes central. It make sense that if the mind is principal, then its communicative processes constitute the key to the processes of change. This goes to the fascination of right-wing postmodernism with discourse analysis--abstracted from the processes of the material world. It follows, as well, that an idealist position will posit an eternal ethics, as distinct from ethics derived from a material analysis of social conditions, and insist that if there is to be hope, it must be couched in the language of those ethics, finally, a battle between good and evil (Freire, 1998b, p.98). As Marx repeatedly suggested, criticism of religion is always helpful in critiquing our world, and it is in Freire's.




Oh my God, you guys are all hippies! ;)

Heh, most likely I am at least partly guilty as charged on that. It took my poor parents 20 years to figure out one was a hippie and one was a steel mill worker (disabled from serving in same war the other protested), neither understood much of what the other said, and finally they split. Now I am seeing those same dynamics with the democratic party as a whole.

Mary's right that we need to focus, but rounds of kum by ya may not be the way to do it. Maybe some of it has to be hashed out a little. I've only read a little about the feuding in the old threads, but it looks like it was pretty intense with bannings and so forth. Right now the posts are looking better at PI, and people are being engaged so I guess we'll see how it goes.


personally, I am not sure what feuding Mary is targeting with her post here. I was kind of quizzical about it from the get-go, but maybe I just don't "get it"..

I'm not an industrialist but I'm not all that warm and fuzzy either..;)

PS Funny about your parents -- mine don't quite fit the same molds, but both feel they're out of touch with the other. Although they were the ones who went to San Francisco in the 60s and promptly got jobs in brokerage and management in a telco. In their spare time they read The Fountainhead and attended Branden lectures.

I tell them they're like 1 degree apart but they bluster that they're polar opposites ;)


Let's see how completely I fucked the format with my insert.

Between Kum fucking bay fucking ya, and fucking fetishistic shit, including good vs. evil, my head's about to twist off. Anyway, I just was reading posts here yesterday and thought, criminy, everybody's bickering, this ain't no way to discuss a revolution, I thought (maybe wrongly in hindsight) that nobody's talking, and thought I'd put in a little bit of dialog shit. Now we're discussing parents!! lol

Anyway, to salvage a modicum of respect from some here for Freire although this part from Kid really set a torque that my neck can't take
Freire says critical consciousness is, "....Something which implies to analyze. It is a kind of reading the world rigorously...of reading how society works. It is to better understand the problem of interests, the question of power....a deeper reading of reality...common sense goes beyond common sense." (Freire, 1998b, p.9) ??? Though I think that's the commentator's editting??? Also Pedogogy was written in the early 70's and this quote in the late 90's and that could be huge. I thought maybe I'd like to post this short quote also from Pedagogy of the Oppressed (got it now Kid? ;) )


If revolutionary leaders who incarnate a genuine humanism have difficulties and problems, the difficulties and problems will be far greater for a group of leaders who try (even with the best intentions) to carry out the revolution for the people. To attempt this is equivalent to carrying out a revolution without the people, because the people are drawn into the process by the same methods and procedures used to oppress them

Anyway, I'm having a better time thinking of line work and how to translate, maybe in reaction to a toluene tank spill??....

And its too bad for you all that we aren't using voices because mine is literally gone, (oh my students loved it) but here I can still 'speak"...

blindpig
06-09-2009, 05:59 PM
Anyway, I'm having a better time thinking of line work and how to translate, maybe in reaction to a toluene tank spill??....


Toluene...nice, I worked in a paint plant once, for one day. I refused to go back, the air was so nasty.

I was a Kelly Girl.

anaxarchos
06-09-2009, 06:14 PM
Anyway, I'm having a better time thinking of line work and how to translate, maybe in reaction to a toluene tank spill??....


Toluene...nice, I worked in a paint plant once, for one day. I refused to go back, the air was so nasty.

I was a Kelly Girl.



Kelly Girl... shit!

I always wondered what happened to the Steno Pool. Automation, I suppose.

http://www.hrsdc.gc.ca/eng/labour/did_youknow/2007/images/070710.jpg

Hell on wheels...
...or "balls" if they used Selectrics.

Kid of the Black Hole
06-09-2009, 06:23 PM
Hey Mary,

Its not really "my" quote, because I claim no particular affinity with the author. I think he does launch a pretty strong salvo against some of the proponents of Freire, with the quote you put up being an excellent way of putting a fine point on precisely that criticism.

If its true that the quote you put up is not really indicative of the body of the Freire's work and thought, then you can see the problem. If it IS indicative, well the problem lies in what is said not who said it so the only difference in that case is that Freire becomes a "co-conspirator" of sorts. I don't stake a position in that debate, because I'm a complete naif when it comes to pedagogy and the historical trajectory the field has followed.

Two Americas
06-09-2009, 06:49 PM
Toluene...nice, I worked in a paint plant once, for one day. I refused to go back, the air was so nasty.

I was a Kelly Girl.



I worked in auto paint in various capacities for years, painting Dodge vans on the line, worked in body shops and on and on. Once a warehouse near us full of 55 gallon drums of toluene caught on fire. The drums were exploding and drums were flying hundreds of yards through the air and landing in the streets and on cars and in people's yards and then bursting into flame.

TBF
06-09-2009, 08:25 PM
I read stories like that Mike in the insurance documents I used to review as a paralegal. These were cases in which large companies had gone through lawsuits and were at the point of suing their own insurance companies to get them to honor their policies and chip in on the pay-outs. Some of these cases were decades ago and the actual documents describing environmental damage, for example, were mind-numbing. In some areas, for example, companies (back in the 30's, 40's) would dump their barrels of waste in a nearby lake and then watch the barrels shoot across the water as the chemicals reacted. The company suits and insurance agents with them would both write notes about it. They are much more sophisticated now, of course, and those kind of memos don't exist or are promptly buried. Some of the old documents were full of copious details about the damage they were doing. Interesting stuff. The companies, of course, would deny all claims to workers who felt they were harmed by coming into contact with those same chemicals ...

eattherich
06-09-2009, 11:40 PM
In his book, Critical Pedagogy (2008, second edition), Joe L. Kincheloe helps us understand the central dynamics of critical pedagogy:

"Advocates of critical pedagogy are aware that every minute of every hour that teachers teach, they are faced with complex decisions concerning justice, democracy, and competing ethical claims. While they have to make individual determinations of what to do in these particular circumstances, they must concurrently deal with what John Goodlad (1994) calls the surrounding institutional morality. A central tenet of critical pedagogy maintains that the classroom, curricular, school structures teachers enter are not neutral sites waiting to be shaped by educational professionals. While such professionals do possess agency, this prerogative is not completely free and independent of decisions made previously by people operating with different values and shaped by the ideologies and cultural assumptions of their historical contexts. These contexts are shaped in the same ways language and knowledge are constructed, as historical power makes particular practices seem natural—as if they could have been constructed in no other way." (Chapter 1).

Later in this same work Kincheloe lists the basic concerns of critical pedagogy:

* all education is inherently political and all pedagogy must be aware of this condition
* a social and educational vision of justice and equality should ground all education
* issues of race, class, gender, sexuality, religion, and physical ability are all important domains of oppression and critical anti-hegemonic action.
* the alleviation of oppression and human suffering is a key dimension of educational purpose
* schools must not hurt students--good schools don't blame students for their failures or strip students of the knowledges they bring to the classroom
* all positions including critical pedagogy itself must be problematized and questioned
* the professionalism of teachers must be respected and part of the role of any educator involves becoming a scholar and a researcher
* education must both promote emancipatory change and the cultivation of the intellect--these goals should never be in conflict, they should be synergistic
* the politics of knowledge and issues of epistemology are central to understanding the way power operates in educational institutions to perpetuate privilege and to subjugate the marginalized--"validated" scientific knowledge can often be used as a basis of oppression as it is produced without an appreciation of how dominant power and culture shape it.
* education often reflects the interests and needs of new modes of colonialism and empire. Such dynamics must be exposed, understood, and acted upon as part of critical transformative praxis.

[edit] Background

Critical pedagogy was heavily influenced by the works of Paulo Freire, arguably the most celebrated critical educator. According to his writings, Freire heavily endorses students’ ability to think critically about their education situation; this way of thinking allows them to "recognize connections between their individual problems and experiences and the social contexts in which they are embedded."[1] Realizing one’s consciousness ("conscientization") is a needed first step of "praxis," which is defined as the power and know-how to take action against oppression while stressing the importance of liberating education. "Praxis involves engaging in a cycle of theory, application, evaluation, reflection, and then back to theory. Social transformation is the product of praxis at the collective level."[1]

Postmodern, anti-racist, feminist, postcolonial, and queer theories all play a role in further explaining Freire’s ideas of critical pedagogy, shifting its main focus on social class to include issues pertaining to religion, military identification, race, gender, sexuality, nationality, ethnicity, and age. Many contemporary critical pedagogues have embraced postmodern, anti-essentialist perspectives of the individual, of language, and of power, "while at the same time retaining the Freirean emphasis on critique, disrupting oppressive regimes of power/knowledge, and social change."[1] Contemporary critical educators, such as bell hooks appropriated by Peter McLaren, discuss in their criticisms the influence of many varied concerns, institutions, and social structures, "including globalization, the mass media, and race/spiritual relations," while citing reasons for resisting the possibilities to change.[1] Joe L. Kincheloe and Shirley R. Steinberg have created the Paulo and Nita Freire Project for International Critical Pedagogy at McGill University [2]. In line with Kincheloe and Steinberg's contributions to critical pedagogy, the project attempts to move the field to the next phase of its evolution. In this second phase critical pedagogy seeks to truly become a worldwide, decolonizing movement dedicated to listening to and learning from diverse discourses from peoples around the planet. Kincheloe and Steinberg are intent on not allowing critical pedagogy to become merely a North American phenomenon or a patriarchal one. In this listening and introspective phase critical pedagogy becomes better equipped to engage diverse peoples facing different forms of oppression in emancipatory experiences. Taking a cue from Sandy Grande and her discussion in Red Pedagogy of the fruitful negotiation between indigenous peoples and critical pedagogy, Kincheloe and Steinberg envision such dialogue with peoples around the world.

http://en.wikipedia.org/wiki/Critical_pedagogy

choppedliver
06-10-2009, 05:57 AM
In his book, Critical Pedagogy (2008, second edition), Joe L. Kincheloe helps us understand the central dynamics of critical pedagogy:

"Advocates of critical pedagogy are aware that every minute of every hour that teachers teach, they are faced with complex decisions concerning justice, democracy, and competing ethical claims. While they have to make individual determinations of what to do in these particular circumstances, they must concurrently deal with what John Goodlad (1994) calls the surrounding institutional morality. A central tenet of critical pedagogy maintains that the classroom, curricular, school structures teachers enter are not neutral sites waiting to be shaped by educational professionals. While such professionals do possess agency, this prerogative is not completely free and independent of decisions made previously by people operating with different values and shaped by the ideologies and cultural assumptions of their historical contexts. These contexts are shaped in the same ways language and knowledge are constructed, as historical power makes particular practices seem natural—as if they could have been constructed in no other way." (Chapter 1).

Later in this same work Kincheloe lists the basic concerns of critical pedagogy:

* all education is inherently political and all pedagogy must be aware of this condition
* a social and educational vision of justice and equality should ground all education
* issues of race, class, gender, sexuality, religion, and physical ability are all important domains of oppression and critical anti-hegemonic action.
* the alleviation of oppression and human suffering is a key dimension of educational purpose
* schools must not hurt students--good schools don't blame students for their failures or strip students of the knowledges they bring to the classroom
* all positions including critical pedagogy itself must be problematized and questioned
* the professionalism of teachers must be respected and part of the role of any educator involves becoming a scholar and a researcher
* education must both promote emancipatory change and the cultivation of the intellect--these goals should never be in conflict, they should be synergistic
* the politics of knowledge and issues of epistemology are central to understanding the way power operates in educational institutions to perpetuate privilege and to subjugate the marginalized--"validated" scientific knowledge can often be used as a basis of oppression as it is produced without an appreciation of how dominant power and culture shape it.
* education often reflects the interests and needs of new modes of colonialism and empire. Such dynamics must be exposed, understood, and acted upon as part of critical transformative praxis.

[edit] Background

Critical pedagogy was heavily influenced by the works of Paulo Freire, arguably the most celebrated critical educator. According to his writings, Freire heavily endorses students’ ability to think critically about their education situation; this way of thinking allows them to "recognize connections between their individual problems and experiences and the social contexts in which they are embedded."[1] Realizing one’s consciousness ("conscientization") is a needed first step of "praxis," which is defined as the power and know-how to take action against oppression while stressing the importance of liberating education. "Praxis involves engaging in a cycle of theory, application, evaluation, reflection, and then back to theory. Social transformation is the product of praxis at the collective level."[1]

Postmodern, anti-racist, feminist, postcolonial, and queer theories all play a role in further explaining Freire’s ideas of critical pedagogy, shifting its main focus on social class to include issues pertaining to religion, military identification, race, gender, sexuality, nationality, ethnicity, and age. Many contemporary critical pedagogues have embraced postmodern, anti-essentialist perspectives of the individual, of language, and of power, "while at the same time retaining the Freirean emphasis on critique, disrupting oppressive regimes of power/knowledge, and social change."[1] Contemporary critical educators, such as bell hooks appropriated by Peter McLaren, discuss in their criticisms the influence of many varied concerns, institutions, and social structures, "including globalization, the mass media, and race/spiritual relations," while citing reasons for resisting the possibilities to change.[1] Joe L. Kincheloe and Shirley R. Steinberg have created the Paulo and Nita Freire Project for International Critical Pedagogy at McGill University [2]. In line with Kincheloe and Steinberg's contributions to critical pedagogy, the project attempts to move the field to the next phase of its evolution. In this second phase critical pedagogy seeks to truly become a worldwide, decolonizing movement dedicated to listening to and learning from diverse discourses from peoples around the planet. Kincheloe and Steinberg are intent on not allowing critical pedagogy to become merely a North American phenomenon or a patriarchal one. In this listening and introspective phase critical pedagogy becomes better equipped to engage diverse peoples facing different forms of oppression in emancipatory experiences. Taking a cue from Sandy Grande and her discussion in Red Pedagogy of the fruitful negotiation between indigenous peoples and critical pedagogy, Kincheloe and Steinberg envision such dialogue with peoples around the world.

http://en.wikipedia.org/wiki/Critical_pedagogy


Thank you so much, Eats! so many places to look, bell hooks is great, others I don't know. I did recognize that feminist anti-essentialist voice just from the word "fetish" in Kid's piece, which I am still de-coding... ;)

Still want to get back to the shop talk at some point!!! Toluene!! I often think I wish I'd never left the factory...then remember I didn't leave by choice; Reagan took that away...oh well where would my little darlings be without me, lol.

ps. thought you might be interested, one of my favorite students with aspergers syndrome just went into a "facility" for evaluation and help. worried sick about what twists he'll be going through.

choppedliver
06-10-2009, 06:50 PM
Ok real quick on a toluene "parallel"? Not really connected to the Freire piece, but maybe an apt metaphor for Obama/false dem/rep pardigm what ever. When I was working on a line in an air condition coil shop, one of the fork lift drivers, a strong woman inked from her neck down (we'd all seen down to the waist anyway several times as it was displayed upon request), backed into a toluene tank, close to our lines, wham they moved us to the other side of a huge building and waited until the liquid was cleaned up. Very very faint smell reached us there, no effects felt by anyone. As soon as the liquid was cleaned up our foreman, Phil, said we had to go back to work. As we drew closer the smell became more and more noxious, people asked if it was safe, Phil said yes go to work. I was already loopy and knew I had to get outta there, and others should too. I kept telling folks, we gotta go, but everybody was toasted, laughing and having a good time, and who's this skinny little shit anyway. I finally went up to Phil alone and said I was leaving, I'd seen others go up to him, and although I was probationary, I knew this shit was bad news. He said I couldn't go, then, outta some kind of decency said, unless you feel sick, then you can go to the nurse. I did, leaving a crazy circus behind me.

They grieved the shit outta Phil, and won. Mark on him. though he wasn't a bad foreman any other time...just another tool that time...

Just was thinking the liquid was like the Bush regime thing, "everybody" knew that was bad. But the Obama fumes? they ain't bad really, they make you happy...

choppedliver
06-14-2009, 03:11 PM
I thought I 'd try to translate this into a more labor type spiel??? If I've failed miserably, no holds barred, have at it! (or not)



Somehow this passage by Paolo Friere in "Pedogogy of the Oppressed" (pp77-79) seems apropo here today:

transcribing here, typos be damned!


If it is in speaking their word that men, by naming the world, transform it, dialogimposes itself as the way by which men achieve significance as men.
Dialog is thus an existential necessity. And since dialog is the encounter in which the united reflection and action of the dialogers are addressed to the world which is to be transformed and humanized, this dialog cannot be reduced to the act of one person's "depositing" ideas in another, nor can it become a simple exchange of ideas to be "consumed" by the discussants. Nor yet is it a hostile, polemical argument between men who are committed neither to the naming of the world, nor to the search for truth but rather to the imposition of their own truth. Because dialog is an encounter among men who name the world, it must not be a situation where some men name on behalf of others. It is an act of creation: it must not serve as a crafty instrument for the domination of one many by another. The domination implicit in dialog is that of the world by the dialogers: it is conquest of the world for the liberation of man.

The union is formed, the contract is composed, that workers may discuss how best to create their working conditions. While arguments may ensue about how best to do this, such arguments, discussions on points, has to be based on the common interest, and not on individual's wishes. The talk, discussion should maintain a practical, pragmatic focus, and all should be allowed feedback and consideration.




Dialog cannot exist, however, in the absence of a profound love for the world and for men. The naming of the world, which is an act of creation and re-creation is not possible if it is not infused with love. Love is at the same time the foundation of dialog and dialog itself. It is thus necessarily the task of responsible Subjects and cannot exist in a relation of domination...
Because love is an act of courage, not of fear, love is commitment to other men. No matter where the oppressed are found, the act of love is commitment to their cause - the cause of liberation. And this commitment, because it is loving, is dialogical. As an act of bravery, love cannot be sentimental; as an act of freedom, it must not serve as a pretext for manipulation. It must generate other acts of freedom: otherwise, it is not love. Only by abolishing the situation of oppression is it possible to restore the love which that situation made impossible. If I do not love the world-if I do not love life-if I do not love men- I cannot enter dialog.

Get the fucking coffee...(republic windows conversation...)




On the other hand dialog cannot exist without humility. The naming of the world, through which men constantly re-create that world, cannot be an act of arrogance. Dialog, as the encounter of men addressed to the common task of learning and acting, is broken if the parties (or one of them) lack humility. How can I dialog if I always project ignorance onto others and never perceive my own? How can I dialog if I regard myself as a case apart from other men - mere "its" in whom I cannot recognize other "I's"? How can I dialog if I consider myself a member of the in-group of "pure" men, the owners of truth and knowledge, for wholm all non-members are "these people" or "the great unwashed"? How can I dialog if I start from the premise that naming the world is the task of an elite and that the presence of the people in history is a sign of deterioration, thus to be avoided? How can I dialog if I am closed to-and even offended by - the contribution of others? How can I dialog if I am afraid of being displaced, the mere possibility causing me torment and weakness? Self-sufficiency is incompatible with dialog. Men who lack humility (or have lost it) cannot come to the people cannot be their partners in naming the world. Someone who cannot acknowledge himself to be as mortal as everyone else still as a long way to go befefore he can reach the point of encounter. At the point of encounter there are neither utter ignoramuses nor perfect sages: there are only men who are attempting, together, to learn more than they now know.

Egos will exist, but when someone gets on a self-aggrandizing soap box, he's got to be told to shut the fuck up. Again, all in the union must be allowed their say, and consensus will be the rule of the day.

I had to revive this before I forgot my thoughts....