30 Matching Annotations
  1. Jul 2017
  2. lti.hypothesislabs.com lti.hypothesislabs.com
    Freire_Pedagogy of the Oppressed
    6
    1. chowwin 18 Jul 2017
      The student records, memorizes, and repeats these phrases without perceiving what four times four really means, or realizing the true significance of "capital" in the affirmation "the capital of Para is Belem," that is, what Belem means for Pard and what Para means for Brazil.

      This reminds me of Shor's views, which argues that "Education is more than facts and skills." By pointing out the ways that knowledge is viewed as static, unchangeable "facts", and able to move from the "narrative subject" to "narrative patient", Friere problematizes the current education system just as Shor does.

      Team 7
    2. chowwin 17 Jul 2017
      The teacher cannot think for her students, nor can she impose her thought on them.

      This goes back to the idea that learning is a back-and-forth dialogue, rather than a top-down oppressive process--a thought shared by Shor and Giroux, if not all the authors for this week.

      Team 7
    3. chowwin 17 Jul 2017
      If men and women are searchers and their ontological vocation is humanization, sooner or later they may per-ceive the contradiction in which banking education seeks to main-tain them, and then engage themselves in the struggle for their liberation

      Is this the process by which social-justice oriented citizens (the concept from last week's readings) are born?

      Team 7
    4. chowwin 17 Jul 2017
      Education must begin with the solution of the teacher-student contradiction, by reconciling the poles of the contradiction so that both are simultaneously teachers and students

      What are practical ways that the "teacher-student contradiction" that Friere discusses could be worked out? What sort of things are necessary to create a classroom/learning culture where this is possible?

      Team 7
    5. chowwin 17 Jul 2017
      In the banking concept of education, knowledge is a gift bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing.

      This idea of the banking system goes against Giroux's idea that education should provide students "how knowledge is related to the power of self-definition and to use the knowledge they gain both to critique the world in which they live and, when necessary, to intervene in socially responsible ways in order to change it" (Giroux 14).

      Team 7
    6. chowwin 17 Jul 2017
      Worse yet, it turns them into "containers," into "receptacles" to be "filled" by the teacher. The more completely she fills the receptacles, the better a teacher she is. The more meekly the receptacles permit themselves to be filled, the better students they are.

      But with what are we currently filling these "containers" and "receptacles"? The "better students" are the ones who, as Wise and Bone argue, engage in a coercive system of grades.

      Team 7
    Visit annotations in context

    Tags

    Annotators

    URL

    lti.hypothesislabs.com/viewer/web/f60dfde13e50ed17f70d7a0a38980e0c.pdf
  3. lti.hypothesislabs.com lti.hypothesislabs.com
    Microsoft Word - Marx and Marxism.docx
    21
    1. chowwin 03 Jul 2017
      ial relationships em

      social relationship of production: the dynamics (particularly of exploitation) between the owners of production and the producers themselves.

    2. chowwin 03 Jul 2017
      a surplus

      Surplus: the necessary excess (of resources) that enables the creation of class distinctions and class exploitation/struggle. Without it, how might society look?

    3. chowwin 03 Jul 2017
      ideologies are systems of beliefwhich:legitimate the class-based system of production by making it appear right and just, and/orobscure the reality of its consequences for those involved

      Ideologies can serve to legitimate the status quo, but can't it also serve to reveal what has been obscured? Ideologies are powerful in the ways it can conceal or reveal what is normally hidden. They serve to legitimate certain priorities and values. They are part of the superstructure.

    4. chowwin 03 Jul 2017
      Institutions

      Institutions: the method by which values, ideologies, and principles are legitimated, replicated, and spread. It includes family and education as primary ways that society as we know it survives and continues on.

    5. chowwin 03 Jul 2017
      Consumerism:

      consumerism: Marx suggests that consumerism is a way that exploitation is hidden. Through consumerism, people find comfort. They find their needs met in such a that makes it easy for them to stay "class unconsciousness" and unaware of their class exploitation.

    6. chowwin 03 Jul 2017
      ouched. Marx,in contrast, wanted to bring intellectual analysis and practical political action together to change socie

      Justification of inequality: This goes back to the concealment of exploitation. Education and capitalism create a way of thinking that is normalized, and where personal responsibility 'conceal' inequality and injustice.

    7. chowwin 03 Jul 2017
      classconsciousness

      Class consciousness: the recognition of the way that society conceals (or reveals) aspects of exploitation and power relations more generally

    8. chowwin 03 Jul 2017
      Social change

      Social change: Marx suggests this begins with class consciousness and that through changes in the superstructure (ideas, philosophies, etc.), new realities can be created.

    9. chowwin 03 Jul 2017
      superstructure.

      Superstructure: the ideas, beliefs, and philosophies of society. They play a large role in legitimating the current status and realities of society.

    10. chowwin 03 Jul 2017
      Class consciousness

      Class consciousness as the impetus for social change, for illuminating the injustice of "teaching the justice of inequality".

    13. chowwin 03 Jul 2017
      Itisinthefamilythatwefirstlearnthemeaningofauthority andobedience.

      And this idea of authority and obedience is meant to be replicated in society.

    14. chowwin 03 Jul 2017
      . As a Ford car worker told Huw Beynon: 'I just close my eyes, stick it out, and think of the wife and kids'

      This quote exemplifies the ways that diversion away from 'class' issues prevents questioning of the current 'class' situation.

    15. chowwin 03 Jul 2017
      Forfunctionalists,socializationistheway welearnideasthatweneedtoknowinordertothinkandbehavein thewaysrequiredofusbythesocialsystem.ForMarxists,itistheway welearnthoseideaswhichservestojustifytherealcharacterofaclass society.Forboththeoriesthereisaprevailingculturewhichpeopleare expectedtolearnthroughsocialization.Thedifferencebetweenthem concernsthejobthiscultureistakentoperform.Forfunctionalists,it ensuressocialintegration.ForMarxists,itisintendedtoensuresocial inequality anddomination.

      Functionalism vs. Marxism

    16. chowwin 03 Jul 2017
      For example, the fragmentation of most workprocessesismirroredinthebreakingupofthecurriculumintotiny 'packages'ofknowledge,sothateachsubjectisdivorcedfromallothers; lackofcontroloverworkprocessesisreflectedinthepowerlessnessof pupilswithregardtowhattheywilllearninschoolorhowtheywilllearn it; and the necessity of working for pay when jobs seem pointless and unfulfillinginthemselvesisparalleledbytheemphasisinschoolsonlearn-MarxandMarxism39inginordertogaingoodgrades,ratherthanlearningforitsownsake. Therefore,BowlesandGintisclaimthereisacorrespondencebetweenthe natureofworkincapitalistsocieties,andthenatureofschooling.

      Wow, this underscores my own concerns and issues with the current education system. What are the ways we can reimagine education? The status quo?

    17. chowwin 03 Jul 2017
      educationsystemreflectstheorganizationofpro- duction in capitalist socie

      school-to-work pipeline? So then does the education system the beginning of the organization of production or is the organization the beginning of the education system? Which is the egg, the chicken?

    18. chowwin 03 Jul 2017
      How do such dominant ideas become established? Like func- tionalists,Marxistsarguethatparticularideasaretransmittedthrough various key agencies of socialization. In contemporary society, for example,bothMarxistsandfunctionalistswouldpointtotheimpor- tantroleplayedbyinstitutionslikethefamily,theeducationsystem and the mass media in promoting generally held beliefs and values.

      The ways that ideas are spread (education, family, and mass media) are very powerful. Thus, the we must pay particular attention to these institutions and the agenda they (or society more generally) pushes.

    19. chowwin 03 Jul 2017
      Inother.words,whateverdegreeofcooperationorevenfriendlinessmightexist betweenindividualsfromeachclass,theirinterestsobjectivelyconflict.

      Is this necessarily true? I wonder if we can't imagine an alternative.

    20. chowwin 03 Jul 2017
      Marx's strategy of making explicit the social relationships embed-dedinallaspectsofhumansocietyoffersapowerfulwayofmaking the familiar world strange and inviting us to reexami

      This is the heart of critical theory. That is, to make our familiar world strange, to reexamine the embedded aspects of society (that have become the status quo).

    21. chowwin 03 Jul 2017
      'historical materialism

      Historical materialism: the way that we transform and manipulate our identities and world to live. The change we make in our environment, relationships, and selves depends on the changes we've made before; and thus is historical in nature.

    Visit annotations in context

    Annotators

    URL

    lti.hypothesislabs.com/viewer/web/7c3d34d9ea2d7b23af9c1f4a594ce961.pdf
  4. Jun 2017
  5. lti.hypothesislabs.com lti.hypothesislabs.com
    Microsoft Word - Final_EducW190Syllabus_Summer_17_8wks.docx
    3
    1. chowwin 29 Jun 2017
      CRRs will have specific instructions for each week. However, each one should also be completed as follows: 1.Respond to the posed questions/prompts or write your own rigorous questions and prompts that you can respond to 2.Demonstrate a clear understanding of the readings and the author’s main points.3.Use textual evidence to support these points (clear citations!)4.Synthesize texts (across the course and readings for a particular CRR) in relation to each other.5.Include your own thoughtful analysis, interpretations (supported by evidence

      These are the key points to remember about CRRs. Further instruction will be given for each week.

    2. chowwin 29 Jun 2017
      On the one hand, I cannot manipulate. On the other hand, I cannot leave students by themselves. The opposite of these two possibilities is being radically democratic. That means accepting the directive nature of education. There is a directiveness to education which never allows it to be neutral. We must say to the students how we think and why. My role is not to be silent. I have to convince students of my dreams but not conquer them for my own plans. ~ Paulo Freire, 1987.

      One of the responsibilities of being an educator is to teach without brainwashing. How does one walk that very thin line?

    3. chowwin 29 Jun 2017
      Say yes to life, yea to it all, and participate with joy, humility, indignation and gratitude in the adventurous struggle to remake the world each and every day.”~ Paolo Freire

      Daily inspiration.

    Visit annotations in context

    Annotators

    URL

    lti.hypothesislabs.com/viewer/web/7bdb7c756206e234ba87d452609956b2.pdf