The Adult Literacy Process as Cultural Action for Freedom

1970 ◽  
Vol 40 (2) ◽  
pp. 205-225 ◽  
Author(s):  
Paulo Freire
Keyword(s):  
Adult Literacy ◽  
Third World ◽  
Literacy Skills ◽  
Theory And Practice ◽  
Human Beings ◽  
Sound System ◽  
Authentic Dialogue ◽  
Positive Action ◽  
Literacy Process ◽  
World Perspective

Dr. Freire writes from a Third World perspective, but with obvious implications for education in general. He rejects mechanistic conceptions of the adult literacy process, advocating instead a theory and practice based upon authentic dialogue between teachers and learners. Such dialogue, in Freire's approach, centers upon codified representations of the learners' existential situations and leads not only to their acquisition of literacy skills, but more importantly to their awareness of their right and capacity as human beings to transform reality. Becoming literate,then, means far more than learning to decode the written representation of a sound system. It is truly an act of knowing, through which a person is able to look critically at the culture which has shaped him, and to move toward reflection and positive action upon his world.

Reprint: Cultural Action for Freedom

1998 ◽  
Vol 68 (4) ◽  
pp. 476-522 ◽  
Author(s):  
Paulo Freire
Keyword(s):  
Adult Literacy ◽  
Paulo Freire ◽  
Social Situation ◽  
Critical Dimension ◽  
Literacy Skills ◽  
Theory And Practice ◽  
Specific Reference ◽  
Human Beings ◽  
Sound System ◽  
1960S And 1970S

In this article, Part I of Cultural Action for Freedom, Paulo Freire rejects mechanistic conceptions of the adult literacy process, advocating instead a theory and practice based upon authentic dialogue between teachers and learners. Such dialogue, in Freire's approach, centers upon the learners' existential situations and leads not only to their acquisition of literacy skills, but also, and more importantly, to their awareness of their right as human beings to transform reality. Becoming literate, then, means far more than learning to decode the written representation of a sound system. It is truly an act of knowing, through which a person is able to look critically at the world he/she lives in, and to reflect and act upon it. (pp. 480-498) In this article, Part II of Cultural Action for Freedom, Paulo Freire explains the process of conscientization as an intrinsic part of cultural action for freedom. He rejects the mechanistic and behaviorist understanding of consciousness as a passive copy of reality. Instead, he proposes the critical dimension of consciousness that recognizes human beings as active agents who transform their world. He makes specific reference to the political and social situation in Latin America in the 1960s and 1970s, discussing the need for cultural action in order to break the existing "culture of silence." (pp. 499-521)

Cultural Action and Conscientization

1970 ◽  
Vol 40 (3) ◽  
pp. 452-477 ◽  
Author(s):  
Paulo Freire
Keyword(s):  
Adult Literacy ◽  
Political Process ◽  
Specific Reference ◽  
The Social ◽  
Authentic Dialogue ◽  
Literacy Process ◽  
The Masses ◽  
The Third World ◽  
And Function ◽  
Historical Transition

In the May 1970 issue of the Review, Dr. Freire described the adult literacy process as an act of knowing through which a person is able to analyze critically the culture which has shaped him and to move toward reflection and positive action upon his world. Such education in Freire's view is cultural action for freedom, through authentic dialogue rather than for domestication. In this concluding section, the author proceeds to consider the philosophical basis and the social context of his own thought. With specific reference to Latin America, he discusses the emergence of the masses into the political process in the Third World and analyzes the levels of consciousness which characterize that emergence. Finally he discusses the nature and function of a truly liberating education in this period of historical transition.

The People Speak Their Word: Learning to Read and Write in São Tomé and Principe

1981 ◽  
Vol 51 (1) ◽  
pp. 27-30 ◽  
Author(s):  
Paulo Freire
Keyword(s):  
Adult Literacy ◽  
Democratic Republic ◽  
Theory And Practice ◽  
Human Beings ◽  
Approaches To Teaching ◽  
Daily Lives ◽  
Learning To Read ◽  
Sao Tome And Principe ◽  
The People ◽  
Adult Literacy Program

Paulo Freire reflects here on his role as consultant to the Adult Literacy Program in the Democratic Republic of São Tomé and Principe—a role whose political nature, he argues,must be recognized. Repudiating purely mechanical approaches to teaching literacy,Freire advocates a theory and practice that links reading the word to "reading" the context. With the aid of primers, referred to as Popular Culture Notebooks, and the learners' own generation of words and terms relevant to their daily lives, adults learn to read and write through critical reflection, thus enabling them to realize their rights as human beings and to transform themselves and history.

Functional and structural neural plasticity effects of literacy acquisition in adulthood

2019 ◽  
Vol 30 (2) ◽  
pp. 97-107
Author(s):  
Melanie Boltzmann ◽  
Thomas Münte ◽  
Bahram Mohammadi ◽  
Jascha Rüsseler
Keyword(s):  
Neural Plasticity ◽  
Adult Literacy ◽  
Writing Skills ◽  
Literacy Skills ◽  
Written Language ◽  
Learning To Read ◽  
Workplace Literacy ◽  
Functional Illiteracy ◽  
Brain Changes ◽  
Definition Of

Abstract. In Germany, 7.5 Million individuals between 18 and 64 years are considered to be functionally illiterate (Grotlüschen & Riekmann, 2012). Functional illiterates have only rudimentary literacy skills despite attending school for several years. Although they can use written language to a very limited extent, only few functional illiterates attend literacy courses for adults. In addition, most adult literacy courses primarily aim at promoting basic reading and writing skills. Offers specific to workplace literacy are scarce. This review gives an overview of the definition of functional illiteracy. Afterwards, a specific literacy program (AlphaPlus) and its effectiveness will be presented. The reviewed studies indicate that learning to read in adulthood is associated with structural and functional brain changes.

Do conhecimento objetivo ao problema corpo - mente

2018 ◽  
Vol 10 (2) ◽  
pp. 85-113
Author(s):  
Nathalia Gleyce dos Santos Salazar
Keyword(s):  
Third World ◽  
Sao Paulo ◽  
Karl Popper ◽  
São Paulo ◽  
Human Beings ◽  
The Third ◽  
Belo Horizonte ◽  
The Third World ◽  
The Mind

Resumo:  Apresenta-se uma discussão sobre o conhecimento e a tese dos três mundos no qual a interação entre estes nos aproxima da verdade do problema corpo-mente, tendo em vista, uma nova proposta de solução. O terceiro mundo é uma peça importante neste trabalho; sendo assim, analisaremos o que Popper designa como Mundo 3, em que ele consiste e o papel da linguagem como diferencial do ser humano. Apresentamos as críticas popperianas às correntes monistas e dualistas, ousando fazer uma crítica a Teoria do Conhecimento tradicional. Desta forma, a proposta apresentada por este filósofo da ciência diferencia-se de tudo que estava sendo feito até então, por isso, o interesse de apresentar essa abordagem pouco trabalhada de Popper. Palavras-chave: Conhecimento. Corpo-Mente. Mundo 3.Abstract: In this work, we present a discussion about knowledge and the theory of the three worlds in which the interaction between them approaches to the truth of the mind-body problem, in view of a proposed solution. The third world is an important piece in this work. Therefore, we will analyze what Popper describes as World 3, what it is and the role of language as a differential of human beings. We present Popper’s criticisms to the monistic and dualistic currents, daring to criticize the theory of traditional knowledge. Thus, the proposal of science presented by this philosopher differs from everything that was being done until then. This explains the interest in presenting this unusual approach to Popper.Keywords: Knowledge. Body-Mind.  World 3. REFERÊNCIASLEAL-TOLEDO, Gustavo . Popper e seu Cérebro. Revista da Faculdade de Letras. Série Filosofia, v. XXIII, p. 59-68, 2007.POPPER, Karl Raimund. A Lógica da Pesquisa Científica. Tradução de Leonidas Hegenberg e Octanny Silveira de Mota.  São Paulo: editora Cultrix. 2007.POPPER, Karl Raimund. Conhecimento Objetivo: uma abordagem evolucionária. Tradução de Milton Amado.  Belo Horizonte, Ed. Itatiaia Ilimitada. São Paulo, Ed. Da Universidade São Paulo, 1975._______.  O Conhecimento e o Problema Corpo –Mente. Tradução Joaquim Alberto Ferreira Gomes. Lisboa, Ed. 70. 1996.   _______. Conjecturas e Refutações: o desenvolvimento do conhecimento científico. Trad. Benedita Bettencourt. Ed. Livraria Almedina, 2006._______.  O Eu e Seu Cérebro. Karl Popper, Jonh C. Eccles;Tradução Silvio Meneses Garcia, Helena Cristina F. Arantes e Aurélio Osmar C. de Oliveira. – Campinas, SP: Papirus; Brasília, DF: Editora Universidade de Brasília. 1991.   _______. O Racionalismo Crítico na Política. Tradução de Maria da Conceição Côrte – Real. Brasília, Editora Universidade de Brasília, 2ª edição, 1994, 74p.SEARLE, John R. La construcción de la realidad social. Trad. Antoni Domènech. Barcelona: Paidós Ibérico, 1995.  

scholarly journals Principles and Practices in Four New Zealand Family Focused Adult Literacy Programs: Towards wellbeing in diverse communities

2013 ◽  
Vol 21 (1) ◽  
pp. 33-58
Author(s):  
Jane Furness
Keyword(s):  
New Zealand ◽  
Adult Literacy ◽  
Literacy Education ◽  
Theory And Practice ◽  
Best Interests ◽  
Literacy Programs ◽  
Primary Concern ◽  
Adult Literacy Education ◽  
Values And Beliefs ◽  
Program Content

The field of family literacy, both theory and practice, has much to offer adult literacy education. However, family approaches in adult literacy are under-theorised and underdeveloped if the holistic wellbeing of the intended participants in programs based on these approaches is the primary concern. This article discusses one dimension of a larger study which explored the wellbeing-related effects of participation in four family focused adult literacy programs in New Zealand. This article discusses the principles and practices that were common across the programs. The study found that, despite differences in program content, foci and approaches, common principles and practices reflected shared values and beliefs about literacy and about people which shaped the program design and participants’ experiences of the program. I reaffirm the ideological nature of literacy, highlighting the necessity of paying attention to values and beliefs in literacy programs in order that the effects of involvement in them are in the best interests of individual participants, their families and their communities.

scholarly journals Real world perspective of coronary chronic total occlusion in third world countries: A tertiary care centre study from northern India

2021 ◽  
Vol 73 (2) ◽  
pp. 156-160
Author(s):  
Krishna Santosh Vemuri ◽  
Bhupinder Kumar Sihag ◽  
Yashpaul Sharma ◽  
Krishna prasad Nevali ◽  
Rajesh Vijayvergiya ◽  
...  
Keyword(s):  
Real World ◽  
Chronic Total Occlusion ◽  
Third World ◽  
Tertiary Care ◽  
Care Centre ◽  
Tertiary Care Centre ◽  
Total Occlusion ◽  
Centre Study ◽  
Northern India ◽  
World Perspective

scholarly journals Cohort patterns in adult literacy skills: How are new generations doing?

2019 ◽  
Vol 41 (1) ◽  
pp. 52-65 ◽  
Author(s):  
Sara Flisi ◽  
Valentina Goglio ◽  
Elena Claudia Meroni ◽  
Esperanza Vera-Toscano
Keyword(s):  
Adult Literacy ◽  
Literacy Skills

Aliens and Citizens: The Case for Open Borders

1987 ◽  
Vol 49 (2) ◽  
pp. 251-273 ◽  
Author(s):  
Joseph H. Carens
Keyword(s):  
Political Theory ◽  
Third World ◽  
Final Part ◽  
Michael Walzer ◽  
Human Beings ◽  
The Third ◽  
Oppressed People ◽  
Open Borders ◽  
To Come ◽  
The Third World

Many poor and oppressed people wish to leave their countries of origin in the third world to come to affluent Western societies. This essay argues that there is little justification for keeping them out. The essay draws on three contemporary approaches to political theory — the Rawlsian, the Nozickean, and the utilitarian — to construct arguments for open borders. The fact that all three theories converge upon the same results on this issue, despite their significant disagreements on others, strengthens the case for open borders and reveals its roots in our deep commitment to respect all human beings as free and equal moral persons. The final part of the essay considers communitarian objections to this conclusion, especially those of Michael Walzer.

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