Paulo Freire’s conscientização: A learner-centered and transformation-oriented teaching-learning theory
There is a great divide between teacher-centeredness and learner-centeredness in the teaching- learning process. The debate on “centeredness” in education seems to be an endless pendulum- like movement. Both ends are rooted on philosophical foundations and their merits/demerits have been subjects of...
Saved in:
| Main Author: | |
|---|---|
| Format: | text |
| Language: | English |
| Published: |
Animo Repository
2024
|
| Subjects: | |
| Online Access: | https://animorepository.dlsu.edu.ph/etdd_philo/17 https://animorepository.dlsu.edu.ph/context/etdd_philo/article/1016/viewcontent/2024_Egargo_Paulo_Freire_s_Conscientização__A_Learner_Centered_and_Transforma.pdf |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Institution: | De La Salle University |
| Language: | English |
| Summary: | There is a great divide between teacher-centeredness and learner-centeredness in the teaching- learning process. The debate on “centeredness” in education seems to be an endless pendulum- like movement. Both ends are rooted on philosophical foundations and their merits/demerits have been subjects of scholarly studies. Based on the literature, there is a growing acceptance and tendencies towards the learner-centered model. There is no single model, however, in the learner- centered paradigm. The learner-centered group is composed of different models. Each model is governed by philosophical presuppositions, pedagogies, policies, and practices. Among these models are varied learner-centered systems adopted and practiced in many educational settings. Analyzing these models, however, from domains and standards central to learner-centered education, there are identifiable weaknesses and issues.
This dissertation proposes Freire’s conscientização as a better alternative to the existing learner- centered models currently practiced in many educational settings. Conscientização is an educational-epistemological theory that is learner-centered and transformation-oriented. It is rooted on transformational teaching and transformational learning that takes into account the centrality of learners in the learning process. More importantly, it is a learner-centered teaching- learning method that links education to personal transformation as well as the capacity of the learner to be an active collaborator in the process of social transformation. |
|---|