Paulo Freire: Critical, Humanist and Liberating Education (Critical Reflections on Indonesian Education)

Yeremias Mahur, Yatim Riyanto, Erny Roesminingsih

Abstract


This thesis presents about education concept of Paulo Freire about the education which are critical, humanist, and free. This education concept is Freire's opinion towards traditional education practice. Paulo Freire sees that education reality is an oppression reality. That is reflected in two things in the in education praxis; first, hegemony in education, which is a relation between teacher and student that is not based on humanity relation, but between a sovereign and subordinate. Teacher becomes the dominant subject in the relationship and the student is just an object. Whereas, both teacher and student are the learning subject. Second, education in bank style. Education in this model places student as an empty bottle that must be filled by the teacher. Seeing that condition, Freire proposes different concept and school praxis. That is critical education, humanist, and independence as the writer says in this thesis. The result of that education process will create a mindful human being. Freire calls it consientization. This thesis will also examine the coherence with education in Indonesia.

Keywords


Critical Education; Bank Style Education; Silen Culture; Hegemony; Consientization;

Full Text:

PDF

References


Aulia, Rahma. (2017). Paulo Freire's Humanist Education in the perspective of Islamic education. Thesis: IAIN Raden Intan Lampung

Durakoğlu, A. P. D. A. (2013). Paulo Freire’s perception of dialogue based education. International Journal on New Trends in Education and Their Implications, 4(12), 102-107.

Escobar, Miguel. (2016). Dialogue with Paulo Freire: School of Cunning Capitalism. Yogyakarta: LKis

Firdaus, F. A., & Mariyat, A. (2017). Humanistic Approach In Education According To Paulo Freire. At-Ta'dib, 12(2), 25-48.

Freire, A. M. A., & Vittoria, P. (2007). Dialogue on Paulo Freire. Inter-American Journal of Education for Democracy, 1(1), 96-117.

Leonard, P., & McLaren, P. (Eds.). (2002). Paulo Freire: A critical encounter. Routledge.

.

Adnan, M. (2018). Paradigma Pendidikan Kritis Dalam Perspektif Pendidikan Islam. CENDEKIA: Jurnal Studi Keislaman, 1(1).

.

Van Wyk, N. C. (1999). Health education as education of the oppressed. Curationis, 22(4), 29-34.

Freire Paulo. (2008). Education as a Process: Pedagogical Correspondence with Guinea-Bissau Educators. Yogjakarta: Student Library.

Steiner, S. S., Krank, H. M., Bahruth, R. E., & McLaren, P. (2004). Freireian pedagogy, praxis, and possibilities: Projects for the new millennium. Routledge.

Grollios, G., Giroux, H. A., Gounari, P., & Macedo, D. (2015). Paulo Freire and the curriculum. Routledge.

Robandi, B., Kesuma, D., Riyadi, A. R., & Ibrahim, T. (2017, January). The Profile of Critical Consciousness of Indonesia University of Education Students' on Educational Phenomenon (A Phenomenological Study of Paulo Freire's Pedagogy). In 3rd NFE Conference on Lifelong Learning (NFE 2016). Atlantis Press.

Risakotta, Bernard Adeney. (2001). Paulo Freire Edition. Base Magazine. January - February 2001Collins.

Roberts, Peter. Education, Literacy, and Humanization: Exploring the Work of Paulo Freire. Westport: Bergin & Garvey.

Smith, William A. (2008).Conscientizacao: Paulo Freire's Educational Objectives, Translated by Agung Prihantoro. Yogyakarta: Student Library. Pruyn, Marc. Paulo Freire and Critical Multicultural Social Studies: One Case from the Reacher Education Borderland. Taboo: The Journal of Culture and Education. 7(1). Spring-Summer.




DOI: https://doi.org/10.29103/ijevs.v1i8.2242

Article Metrics

 Abstract Views : 1431 times
 PDF Downloaded : 410 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 Yeremias Mahur, Yatim Riyanto, Erny Roesminingsih