Philosophers of education have always been interested in the basic philosophical problems and tasks involved in educational institutions. These issues have been discussed by Harry S. Broudy and Paulo Freire, as well as by contemporary educational philosophers. These ideas have influenced our current educational practices and are a good starting point for the philosophical study of education. Let’s examine these ideas in turn. They have contributed to our understanding of the various forms of education, from the simplest ones to the most complex.
Paulo Freire
A fundamental theme of Paulo Freire’s philosophy of education is that knowledge cannot be acquired through the process of teaching or acquiring it through the classroom. Freire’s thesis argued that genuine dialogue is only possible when values are present. In his view, false generosity is a tool of capitalist class domination. Good teaching involves creating conditions for genuine dialogue among students and teachers. Teachers should avoid imposing their own viewpoints or camouflaging theirs. They should also avoid deriving political and ethical import from their students’ views.
As a social justice activist, Freire considered education an ontological vocation towards freedom. His conception of education aimed to transform the subject into a critical, political, and social awareness. Such a development would push the subject into concrete praxis and undress social structures and formations. Therefore, Freire argued, education must be an ongoing struggle. He also rejected sectarian versions of socialism.
This book explores Freire’s work, philosophy of education, and influence. The author looks at Freire’s work in terms of its influence on educational theory, political philosophy, and cultural and social theory. Freire’s philosophy of education is essential reading for anyone interested in the field. In a sense, it is a guide to education. This book is a must-have for anyone who cares about the future of the world.
While Pedagogy of the Oppressed is the best known work by Freire, the other works may be overlooked in the wake of this book. As a result, it may be tempting to give Pedagogy of the Oppressed all of the attention it deserves. Freire’s other works, such as The Philosophy of Education, are often overlooked or even undervalued. This is because Pedagogy of the Oppressed is the foundation of Freire’s philosophy of education.
In his career as a teacher, Freire fought for reform in Brazilian schools and curriculum. His work was focused on developing teachers’ ability to value students’ backgrounds and avoid language discrimination. Freire continued to work on his writing projects even after he retired from his position as Secretary of Education. Nevertheless, he returned to teaching at the Pontificia Universidade Catolica de Sao Paulo.
Freire’s philosophical ideas on education reform have impacted political, philosophical, and educational movements across the globe. His early texts echo the conflicts that occurred in Brazil in the early 1960s. This is the genesis of Education as the Practice of Freedom. A more recent study of Freire’s work has explored how these ideas have impacted educational and political movements. He argues that education should adapt to the changing times.
His life and philosophy of education were both written in English. Biographies of Freire and his life were written by Denis Collins and Peter Bakewell. The history of Latin America, from colonization to independence, is also available. The books analyzing Freire’s philosophy of education include:
Harry S. Broudy
Philosophers of education rarely align their positions with successive trends in educational theory and practice. But the rise of analytic philosophy in the 1960s and 1970s paved the way for Broudy’s philosophy of education, which embraced both realist pragmatism and classical existentialism. The philosopher advocated a common curriculum for all students, rather than differentiating between students for the sake of social class.
A public intellectual, Broudy sought to enlighten the social debates of his day by writing in a clear, accessible way. His work includes Building a Philosophy of Education, The Uses of Schooling, and Aesthetic Education. His ideas have resurfaced in other writings, including his autobiography and selected works. But these works aren’t just educational theory: they also have a direct relevance to the profession of education and teacher training.
Broudy’s philosophy of education began with a study of society’s demands on schools. In two books, The Real World of Public Schools (1972) and The Uses of Schooling (1988), he argued that education is a bond that binds society. He called on society to renew its commitment to schools and education. These publications have since become the foundation of many modern educational theories.
In addition to general education, Broudy also advocated aesthetics and interdisciplinary thinking in his work. He served as general editor of the University of Illinois Press and on several journal editorial boards. He was awarded a state award for his work in arts education in 1984 for his contributions to the field. He also served on the advisory board of the Getty Institute. This philosophy of education remains important to this day.