Review Essay : Pedagogy of the Oppressed. By Paulo Freire (New York: Herder and Herder, 1970. 186 pp. $2.95) Deschooling Society. By Ivan Illich (New York, Evanston, San Francisco, London: Harper & Row, 1970. 116 pp.)

1972 ◽  
Vol 3 (1) ◽  
pp. 111-116
Author(s):  
James P. Pitts
2006 ◽  
Vol 22 (1) ◽  
pp. 115-121 ◽  
Author(s):  
Noel Gough

AbstractThis review essay offers a critique of the concepts of sustainability and sustainable development through an appraisal of three recent texts. These texts explore issues of sustainability and sustainable development in the context of three different (but interrelated) discourses-practices, namely, (lifelong) learning, (educational) leadership and (environmental) law. The texts reviewed are:Halsey, Mark. (2006). Deleuze and Environmental Damage: Violence of the Text. Aldershot: Ashgate.Hargreaves, Andy, & Fink, Dean. (2006). Sustainable Leadership. San Francisco: Jossey-Bass.Scott, William A. H., & Gough, Stephen R. (2004). Sustainable Development and Learning: Framing the Issues. London and New York: RoutledgeFalmer.


Author(s):  
Mugambi Jouet

Americans are far more divided than other Westerners over basic issues, including wealth inequality, health care, climate change, evolution, the literal truth of the Bible, apocalyptical prophecies, gender roles, abortion, gay rights, sexual education, gun control, mass incarceration, the death penalty, torture, human rights, and war. The intense polarization of U.S. conservatives and liberals has become a key dimension of American exceptionalism—an idea widely misunderstood as American superiority. It is rather what makes America an exception, for better or worse. While exceptionalism once was largely a source of strength, it may now spell decline, as unique features of U.S. history, politics, law, culture, religion, and race relations foster grave conflicts and injustices. They also shed light on the peculiar ideological evolution of American conservatism, which long predated Trumpism. Anti-intellectualism, conspiracy-mongering, radical anti-governmentalism, and Christian fundamentalism are far more common in America than Europe, Canada, Australia, and New Zealand. Drawing inspiration from Alexis de Tocqueville, Mugambi Jouet explores American exceptionalism’s intriguing roots as a multicultural outsider-insider. Raised in Paris by a French mother and Kenyan father, he then lived throughout America, from the Bible Belt to New York, California, and beyond. His articles have notably been featured in The New Republic, Slate, The San Francisco Chronicle, The Huffington Post, and Le Monde. He teaches at Stanford Law School.


2020 ◽  
Vol 20 (2) ◽  
pp. 45-54
Author(s):  
Samuel H. Yamashita

In the 1970s, Japanese cooks began to appear in the kitchens of nouvelle cuisine chefs in France for further training, with scores more arriving in the next decades. Paul Bocuse, Alain Chapel, Joël Robuchon, and other leading French chefs started visiting Japan to teach, cook, and sample Japanese cuisine, and ten of them eventually opened restaurants there. In the 1980s and 1990s, these chefs' frequent visits to Japan and the steady flow of Japanese stagiaires to French restaurants in Europe and the United States encouraged a series of changes that I am calling the “Japanese turn,” which found chefs at fine-dining establishments in Los Angeles, New York City, and later the San Francisco Bay Area using an ever-widening array of Japanese ingredients, employing Japanese culinary techniques, and adding Japanese dishes to their menus. By the second decade of the twenty-first century, the wide acceptance of not only Japanese ingredients and techniques but also concepts like umami (savory tastiness) and shun (seasonality) suggest that Japanese cuisine is now well known to many American chefs.


1970 ◽  
Vol 8 (2) ◽  
pp. 113-128
Author(s):  
Muh. Hanif

Paulo Freire and Ivan Illich are prominent figures in contemporary education, who broke the stable system of education. Paulo Freire suggests to stop bank style education and to promote andragogy education, which views both teacher and students equally. Education should be actualized through facing problems and should be able to omit naïve and magic awareness replaced with critical and transformative awareness. Different from Freire, Illich offers to free the society from formal schools. Education should be run in an open learning network. Technical skills can be taught by drilling. In addition, social transformation will happen only if there are epimethean people that are minority in existence.


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