This book displays the striking creativity and profound insight that characterized Freire's work to the very end of his life-an uplifting and provocative exploration not only for educators, but also for all that learn and live.
This book displays the striking creativity and profound insight that characterized Freire's work to the very end of his life-an uplifting and provocative exploration not only for educators, but also for all that learn and live.
The late Paulo Freire of Brazil-teacher, philosopher, and activist-is widely regarded in the United States and elsewhere as one of the most influential educators of the twentieth century.
Inhaltsangabe
Chapter 1 Foreword Chapter 2 Introduction Chapter 3 Introductory Reflections Part 4 Part I. There is No Teaching Without Learning Chapter 5 Methodological Rigor Chapter 6 Research Chapter 7 Respect for What Students Know Chapter 8 A Capacity to be Critical Chapter 9 Ethics and Aesthetics Chapter 10 Words Incarnated in Example Chapter 11 Risk, Acceptance of What is New, and Rejection of Discrimination Chapter 12 Critical Reflection on Practice Chapter 13 Cultural Identity Part 14 Part II. Teaching is Not Transferring Knowledge Chapter 15 Awareness of Our Unfinishedness Chapter 16 Recognition of One's Conditioning Chapter 17 Respect for the Autonomy of the Student Chapter 18 Common Sense Chapter 19 Humility, Tolerance, and Struggle for the Rights of Educators Chapter 20 Capacity to Apprehend Reality Chapter 21 Joy and Hope Chapter 22 Conviction that Change is Possible Chapter 23 Teaching Requires Curiosity Part 24 Part III. Teaching is a Human Act Chapter 25 Self-Confidence, Professional Competence and Generosity Chapter 26 Commitment Chapter 27 Education as a Form of Intervention in the World Chapter 28 Freedom and Authority Chapter 29 Decision- Making that is Aware and Conscious Chapter 30 Knowing How to Listen Chapter 31 Recognition that Education is Ideological Chapter 32 Openness to Dialogue Chapter 33 Caring for Students
Chapter 1 Foreword Chapter 2 Introduction Chapter 3 Introductory Reflections Part 4 Part I. There is No Teaching Without Learning Chapter 5 Methodological Rigor Chapter 6 Research Chapter 7 Respect for What Students Know Chapter 8 A Capacity to be Critical Chapter 9 Ethics and Aesthetics Chapter 10 Words Incarnated in Example Chapter 11 Risk, Acceptance of What is New, and Rejection of Discrimination Chapter 12 Critical Reflection on Practice Chapter 13 Cultural Identity Part 14 Part II. Teaching is Not Transferring Knowledge Chapter 15 Awareness of Our Unfinishedness Chapter 16 Recognition of One's Conditioning Chapter 17 Respect for the Autonomy of the Student Chapter 18 Common Sense Chapter 19 Humility, Tolerance, and Struggle for the Rights of Educators Chapter 20 Capacity to Apprehend Reality Chapter 21 Joy and Hope Chapter 22 Conviction that Change is Possible Chapter 23 Teaching Requires Curiosity Part 24 Part III. Teaching is a Human Act Chapter 25 Self-Confidence, Professional Competence and Generosity Chapter 26 Commitment Chapter 27 Education as a Form of Intervention in the World Chapter 28 Freedom and Authority Chapter 29 Decision- Making that is Aware and Conscious Chapter 30 Knowing How to Listen Chapter 31 Recognition that Education is Ideological Chapter 32 Openness to Dialogue Chapter 33 Caring for Students
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