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Related Topic(s): Awake; Awakening; Freedom
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Where the mind is without fear and the head is held high;
Where knowledge is free;
Where the clear stream of reason has not lost its way into the dreary desert sand of dead habit;
Into that heaven of freedom, my Father, let my country awake.
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Related Topic(s): Freedom; Goal; Happiness; Liberty; Life
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I repeat: We're fighting
for liberty and freedom, a way of life that
is so essential for humankind, mankind to be
able to realize their full potential. And we
are focused on achieving the goal.
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Related Topic(s): Awakening; Awareness; Consciousness; Freedom; Oppressed; Self Control
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each individual wins back the right to say his or her own word, to name the world.
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| Paulo Freire |
from wikipedia
Paulo Freire contributed a philosophy of education that came not only from the more classical approaches stemming from Plato, but also from modern Marxist and anti-colonialist thinkers. In fact, in many ways his Pedagogy of the Oppressed may be best read as an extension of, or reply to, Frantz Fanon's The Wretched of the Earth, which emphasized the need to provide native populations with an education which was simultaneously new and modern (rather than traditional) and anti-colonial (not simply an extension of the culture of the colonizer).
Freire is best-known for his attack on what he called the "banking" concept of education, in which the student was viewed as an empty account to be filled by the teacher. The basic critique was not new — Rousseau's conception of the child as an active learner was already a step away from tabula rasa (which is basically the same as the "banking concept"), and thinkers like John Dewey were strongly critical of the transmission of mere "facts" as the goal of education. Freire's work, however, updated the concept and placed it in context with current theories and practices of education, laying the foundation for what is now called critical pedagogy.
More challenging is Freire's strong aversion to the teacher-student dichotomy. This dichotomy is admitted in Rousseau and constrained in Dewey, but Freire comes close to insisting that it should be completely abolished. |
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Related Topic(s): Freedom; Liberation; Liberators; Oppressed; Oppression; Struggle
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It is only the oppressed who, by freeing themselves, can free their oppressors. The latter, as an oppressive class, can free neither others nor themselves. It is therefore essential that the oppressed wage the struggle to resolve the contradiction in which they are caught; and the contradiction will be resolved by the appearance of the new man: neither oppressor nor oppressed, but man in the process of liberation. If the goal of the oppressed is ...
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| Paulo Freire |
from wikipedia
Paulo Freire contributed a philosophy of education that came not only from the more classical approaches stemming from Plato, but also from modern Marxist and anti-colonialist thinkers. In fact, in many ways his Pedagogy of the Oppressed may be best read as an extension of, or reply to, Frantz Fanon's The Wretched of the Earth, which emphasized the need to provide native populations with an education which was simultaneously new and modern (rather than traditional) and anti-colonial (not simply an extension of the culture of the colonizer).
Freire is best-known for his attack on what he called the "banking" concept of education, in which the student was viewed as an empty account to be filled by the teacher. The basic critique was not new — Rousseau's conception of the child as an active learner was already a step away from tabula rasa (which is basically the same as the "banking concept"), and thinkers like John Dewey were strongly critical of the transmission of mere "facts" as the goal of education. Freire's work, however, updated the concept and placed it in context with current theories and practices of education, laying the foundation for what is now called critical pedagogy.
More challenging is Freire's strong aversion to the teacher-student dichotomy. This dichotomy is admitted in Rousseau and constrained in Dewey, but Freire comes close to insisting that it should be completely abolished. |
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Related Topic(s): Activists; Conscientizacao; Consciousness Raising; Freedom; Oppressed; Waking Up
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Men and women rarely admit their fear of freedom openly, however, tending rather to camouflage it-- sometimes unconsciously-- by presenting themselves as defenders of freedom. The give their doubts and misgivings an air of profound sobriety, as befitting custodians of freedom. But they confuse freedom with the maintenance of the status quo; conscientizacao (consciousness raising) threatens to place that status quo in question, it thereby seems to...
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| Paulo Freire |
from wikipedia
Paulo Freire contributed a philosophy of education that came not only from the more classical approaches stemming from Plato, but also from modern Marxist and anti-colonialist thinkers. In fact, in many ways his Pedagogy of the Oppressed may be best read as an extension of, or reply to, Frantz Fanon's The Wretched of the Earth, which emphasized the need to provide native populations with an education which was simultaneously new and modern (rather than traditional) and anti-colonial (not simply an extension of the culture of the colonizer).
Freire is best-known for his attack on what he called the "banking" concept of education, in which the student was viewed as an empty account to be filled by the teacher. The basic critique was not new — Rousseau's conception of the child as an active learner was already a step away from tabula rasa (which is basically the same as the "banking concept"), and thinkers like John Dewey were strongly critical of the transmission of mere "facts" as the goal of education. Freire's work, however, updated the concept and placed it in context with current theories and practices of education, laying the foundation for what is now called critical pedagogy.
More challenging is Freire's strong aversion to the teacher-student dichotomy. This dichotomy is admitted in Rousseau and constrained in Dewey, but Freire comes close to insisting that it should be completely abolished. |
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Related Topic(s): Awakening; Freedom; Liberation; Oppressed
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The central problem is this: How can the oppressed, as divided, unauthentic beings, participate in developing the pedagogy of their liberation? Only as they discover themselves to be “hosts” of the oppressor can they contribute to the midwifery of their liberating pedagogy. As long as they live in the duality in which to be is to be like, and to be like is to be like the oppressor, this contribution is impossible. The pedagogy of the oppr...
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| Paulo Freire |
from wikipedia
Paulo Freire contributed a philosophy of education that came not only from the more classical approaches stemming from Plato, but also from modern Marxist and anti-colonialist thinkers. In fact, in many ways his Pedagogy of the Oppressed may be best read as an extension of, or reply to, Frantz Fanon's The Wretched of the Earth, which emphasized the need to provide native populations with an education which was simultaneously new and modern (rather than traditional) and anti-colonial (not simply an extension of the culture of the colonizer).
Freire is best-known for his attack on what he called the "banking" concept of education, in which the student was viewed as an empty account to be filled by the teacher. The basic critique was not new — Rousseau's conception of the child as an active learner was already a step away from tabula rasa (which is basically the same as the "banking concept"), and thinkers like John Dewey were strongly critical of the transmission of mere "facts" as the goal of education. Freire's work, however, updated the concept and placed it in context with current theories and practices of education, laying the foundation for what is now called critical pedagogy.
More challenging is Freire's strong aversion to the teacher-student dichotomy. This dichotomy is admitted in Rousseau and constrained in Dewey, but Freire comes close to insisting that it should be completely abolished. |
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Related Topic(s): Attitude; Freedom; Oppressed; Oppression; Quest; Responsibility
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The oppressed, having internalized the image of the oppressor and adopted his guidelines, are fearful of freedom. Freedom would require them to eject this image and replace it with autonomy and responsibility. Freedom is acquired by conquest, not by gift. It must be pursued constantly and responsibly. Freedom is not an ideal located outside of man; nor is it an idea which becomes myth. It is rather the indispensable condition for the quest for hu...
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| Paulo Freire |
from wikipedia
Paulo Freire contributed a philosophy of education that came not only from the more classical approaches stemming from Plato, but also from modern Marxist and anti-colonialist thinkers. In fact, in many ways his Pedagogy of the Oppressed may be best read as an extension of, or reply to, Frantz Fanon's The Wretched of the Earth, which emphasized the need to provide native populations with an education which was simultaneously new and modern (rather than traditional) and anti-colonial (not simply an extension of the culture of the colonizer).
Freire is best-known for his attack on what he called the "banking" concept of education, in which the student was viewed as an empty account to be filled by the teacher. The basic critique was not new — Rousseau's conception of the child as an active learner was already a step away from tabula rasa (which is basically the same as the "banking concept"), and thinkers like John Dewey were strongly critical of the transmission of mere "facts" as the goal of education. Freire's work, however, updated the concept and placed it in context with current theories and practices of education, laying the foundation for what is now called critical pedagogy.
More challenging is Freire's strong aversion to the teacher-student dichotomy. This dichotomy is admitted in Rousseau and constrained in Dewey, but Freire comes close to insisting that it should be completely abolished. |
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Related Topic(s): Charity; Disempowerment; Freedom; Liberation; Oppressed; Oppression; Sabotage
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This, then, is the great humanistic and historical task of the oppressed: to liberate themselves and their oppressors as well. The oppressors, who oppress, exploit, and rape by virtue of their power, cannnot find in this power the strength to liberate either the oppressed or themselves. Only power that springs from the weakness of the oppressed will be sufficiently strong to free both. Any attempt to "soften" the power of the oppressor in defere...
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| Paulo Freire |
from wikipedia
Paulo Freire contributed a philosophy of education that came not only from the more classical approaches stemming from Plato, but also from modern Marxist and anti-colonialist thinkers. In fact, in many ways his Pedagogy of the Oppressed may be best read as an extension of, or reply to, Frantz Fanon's The Wretched of the Earth, which emphasized the need to provide native populations with an education which was simultaneously new and modern (rather than traditional) and anti-colonial (not simply an extension of the culture of the colonizer).
Freire is best-known for his attack on what he called the "banking" concept of education, in which the student was viewed as an empty account to be filled by the teacher. The basic critique was not new — Rousseau's conception of the child as an active learner was already a step away from tabula rasa (which is basically the same as the "banking concept"), and thinkers like John Dewey were strongly critical of the transmission of mere "facts" as the goal of education. Freire's work, however, updated the concept and placed it in context with current theories and practices of education, laying the foundation for what is now called critical pedagogy.
More challenging is Freire's strong aversion to the teacher-student dichotomy. This dichotomy is admitted in Rousseau and constrained in Dewey, but Freire comes close to insisting that it should be completely abolished. |
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Related Topic(s): Freedom; Innate Ideas; Necessity
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Where do correct ideas come from? Do they drop from the skies? No. Are they innate in the mind? No. They come from social practice.
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| Mao Zedong |
Mao Zedong was a Chinese revolutionary, political theorist and communist leader. He led the People's Republic of China (PRC) from its establishment in 1949 until his death in 1976. His theoretical contribution to Marxism-Leninism, military strategies, and his brand of Communist policies are now collectively known as Maoism. (Wikipedia) |
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Related Topic(s): Authoritarianism; Freedom; Shock Doctrine
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Ever since the earthquake the country had been placed under a state of seige. Our constitutional rights were suspended. Nobody protested, mainly because we had already been living like that long before it was officially declared.
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Related Topic(s): Empowerment; Freedom; Laws; Serfdom; Wisdom
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An unjust law is a code that a numerical or power majority group compels a minority group to obey but does not make binding on itself.
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Martin Luther King
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An American clergyman, activist and prominent leader in the African-American civil rights movement. His main legacy was to secure progress on civil rights in the United States and he is frequently referenced as a human rights icon today. A Baptist minister, King became a civil rights activist early in his career. He led the 1955 Montgomery Bus Boycott and helped found the Southern Christian Leadership Conference in 1957, serving as its first president. King's efforts led to the 1963 March on Washington, where King delivered his "I Have a Dream" speech. There, he raised public consciousness of the civil rights movement and established himself as one of the greatest orators in U.S. history. |
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Related Topic(s): Belief; Dignity; Freedom; Hope Hopefulness; Human Nature; Humanity; Inalienable Rights; Independence; Innate Ideas; Liberty
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* My faith in human dignity consists in the belief that man is the greatest scamp on earth. Human dignity must be associated with the idea of a scamp and not with that of an obedient, disciplined and regimented soldier.
o Ch. I : The Awakening
* I am doing my best to glorify the scamp or vagabond. I hope I shall succeed. For things are not so simple as they sometimes seem. In this present age of threats to democracy and individual ...
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| Lin Yutang |
Lin Yutang (October 10, 1895 - March 26, 1976) was a Chinese writer and inventor. His informal but polished style in both Chinese and English made him one of the most influential writers of his generation, and his compilations and translations of classic Chinese texts into English were bestsellers in the West.
Author Information from Wikipedia |
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Related Topic(s): Beauty; Enlightenment; Ethics; Existential; Freedom; Human Nature; INNOVATION; Knowledge; Life; Living; Metaphysics; Mystery; Science; Wisdom; Wonder
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The World As I See It" by Einstein
Einstein at his home in Princeton, New Jersey
"How strange is the lot of us mortals! Each of us is here for a brief sojourn; for what purpose he knows not, though he sometimes thinks he senses it. But without deeper reflection one knows from daily life that one exists for other people -- first of all for those upon whose smiles and well-being our own happiness is wholly dependent, and then for the many, unkno...
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Albert Einstein
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Albert Einstein (14 March 1879 - 18 April 1955) was a German-born theoretical physicist who developed the theory of general relativity, effecting a revolution in physics. For this achievement, Einstein is often regarded as the father of modern physics and one of the most prolific intellects in human history. He received the 1921 Nobel Prize in Physics "for his services to theoretical physics, and especially for his discovery of the law of the photoelectric effect". The latter was pivotal in establishing quantum theory within physics. Near the beginning of his career, Einstein thought that Newtonian mechanics was no longer enough to reconcile the laws of classical mechanics with the laws of the electromagnetic field. This led to the development of his special theory of relativity. He realized, however, that the principle of relativity could also be extended to gravitational fields, and with his subsequent theory of gravitation in 1916, he published a paper on the general theory of relativity. He continued to deal with problems of statistical mechanics and quantum theory, which led to his explanations of particle theory and the motion of molecules. He also investigated the thermal properties of light which laid the foundation of the photon theory of light. In 1917, Einstein applied the general theory of relativity to model the structure of the universe as a whole.
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Related Topic(s): Free Agency In Major League Baseball; Freedom; Influence; Injustice; Integrity; Intelligence; Making History; Organizing; Winning; Writing
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Pharoah, you better let them chillun go, honey.
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| Curt Flood |
Curtis Charles Flood (January 18, 1938-January 20, 1997) was a Major League Baseball player who spent most of his career as a center fielder for the St. Louis Cardinals. A defensive standout, he led the National League in putouts four times and in fielding percentage twice, winning Gold Glove Awards in his last seven full seasons from 1963-1969. He also batted over .300 six times, and led the NL in hits (211) in 1964. He retired with the third most games in center field (1683) in NL history, trailing only Willie Mays and Richie Ashburn.
Flood became one of the pivotal figures in the sport's labor history when he refused to accept a trade following the 1969 season, ultimately appealing his case to the U.S. Supreme Court. Although his legal challenge was unsuccessful, it brought about additional solidarity among players as they fought against baseball's reserve clause and sought free agency.
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Related Topic(s): Freedom; Individuality; Popular
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What's the point of being popular if you can't do what you want?
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Related Topic(s): Empowerment; Freedom; Progress; Struggle
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If there is no struggle, there is no progress. Those who profess to favor freedom, and yet deprecate agitation, are men who want crops without plowing the ground....Power concedes nothing without a demand. It never did and never will.
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Frederick Douglass
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Frederick Douglass (born Frederick Augustus Washington Bailey, February 1818 - February 20, 1895) was an American social reformer, orator, writer and statesman. After escaping from slavery, he became a leader of the abolitionist movement, gaining renown for his dazzling oratory and incisive antislavery writing. He stood as a living counter-example to slaveholders' arguments that slaves did not have the intellectual capacity to function as independent American citizens. He became a major speaker for the cause of abolition.
In addition to his oratory, Douglass wrote several autobiographies, eloquently describing his life as a slave, and his struggles to be free. His classic autobiography, Life and Times of Frederick Douglass, is one of the best known accounts of American slavery.
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Related Topic(s): CIVILIZATION; Democracy; Freedom; Politics; Safety
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Civilization, in fact, grows more and more maudlin and hysterical; especially under democracy it tends to degenerate into a mere combat of crazes; the whole aim of practical politics is to keep the populace alarmed (and hence clamorous to be led to safety) by and endless series of hobgoblins, most of them imaginary.
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| H. L. Mencken |
Henry Louis "H. L." Mencken (September 12, 1880 – January 29, 1956), was an American journalist, essayist, magazine editor, satirist, acerbic critic of American life and culture, and a student of American English.[1] Mencken, known as the "Sage of Baltimore", is regarded as one of the most influential American writers and prose stylists of the first half of the 20th century.
Mencken is known for writing The American Language, a multi-volume study of how the English language is spoken in the United States, and for his satirical reporting on the Scopes trial, which he named the "Monkey" trial. In addition to his literary accomplishments, Mencken was known for his controversial ideas. An opponent of World War II[citation needed] and democracy,[2] Mencken wrote a huge number of articles about current events, books, music, prominent politicians, pseudo-intellectuals, temperance and uplifters. He notably attacked ignorance, intolerance, frauds, fundamentalist Christianity, osteopathy, and chiropractic.[3] Source: Wikipedia |
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Related Topic(s): Bottom-up; Connectivity; Freedom; Internet
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..."free, instant, worldwide connectivity" is the future.
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Related Topic(s): Control; Dictatorship; Freedom; Knowledge; Life; Poverty; Rebellion; Thinking; Will Power
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Overt control, such as a dictatorship you can see, always has a finite life, because in the end there will be a challenge and rebellion against it. Covert control, however, control you cannot see, identify or target, can go on forever, because you don't rebel against something you don't know exists. A person who thinks he is free will not complain that he is not.
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Related Topic(s): Fear Of Freedom; Free Agency In Major League Baseball; Free Speech; Freedom; Freedom Of Speech; GROWTH DEVELOPMENT; Good Will; Growth; Will; Will Power
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What you do not make free will never grow. The idea that you can make others grow and help their growth, that you can direct and guide them, always retaining for your self the Freedom of the Teacher, is NONSENSE, a Dangerous LIE which has retarded the growth of millions and millions of Human Beings in the World. Let Man have the Light of Liberty. That is the only condition for growth...Loyalty to petrified opinion has never yet broke a chain o...
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