Assignment 4

Assignment 4
Assignment #4
Amal Alostaz
Department of Education, University of people
EDUC 5220: Curriculum Design and Instructional Decision Making
Dr. Manisha Sharma
16th of July 2023
pg. 1
Assignment 4
Look over Freire's, (1970,1993) Pedagogy of the Oppressed Chapter 3, as he explores the
realities of politics, power, and oppression when it comes to those able to access education.
We also encounter certain Freirean convictions including the purpose of education as
freedom.
In this chapter, Freire explores many significant key terms and at times, they are laden with
much complexity and may require a bit more discussion in order to fathom their exact
meanings.
Expand upon one (1) term and address the following
Freire offered a variety of terminology as an alternative to the conventional educational
model. One of them is the dialogue, and I'd like to explain what I mean by the word
"dialogue"
Analyze what Freire means to say when he uses this term. What support does he offer to
explain the term?
The definition of "dialogue" has been expanded by Freire. His intellectual and spiritual
explorations of the word "dialogue" were extensive. He claimed that the word itself is the
essence of a discussion based on its instrument at the beginning of chapter 3. He went on to
say that words enable discourse and that they have two aspects: reflection and action. He
separated the word into two different categories: the "real" word, which "to transform the
world," and the "not real" word, which "is unable to transform reality." According to Freire,
the only genuine words that allow people to name and change the world are those that are
true (Freire, 1970; 1993, ch. 3).
The debate, according to Freire, contains the following ideas:
pg. 2
Assignment 4
1. “Dialogue is the encounter between men, mediated by the world, in order to name the
world” (Freire,1970 & 1993, Ch.3)
This clarifies why Freire disagrees with the idea that dialogue is merely a straightforward
method of engaging with one another in order to explore the outside world. Instead, he
thinks that discourse is a human-to-human process of learning about and altering the
world.
2. "Dialogue cannot exist, however, in the absence of a profound love … Love is at the
same time the foundation of dialogue and dialogue itself’" (Freire, 1970 & 1993,
ch.3).
This explains why, in Freire's view, communication contains "love" or, put another way,
is built upon love.
3. “On the other hand, dialogue cannot exist without humility. The naming of the world,
through which people constantly re-create that world, cannot be an act of arrogance
“(Freire, 1970 & 1993, ch.3).
This explains why dialogue is characterized by "humility" in Freire's writings. It is
challenging to engage in a serious discourse when one lacks humility.
4. “Faith in people is an a priori requirement for dialogue; the "dialogical man" believes
in others even before he meets them face to face’ (Freire, 1970 & 1993, ch.3)
This explains why, in Freire's view, communication cannot happen without mutual trust
among the parties involved.
pg. 3
Assignment 4
5. “Hope is rooted in men's incompletion, from which they move out in constant search
—a search which can be carried out only in communion with others’ (Freire, 1970 &
1993, ch.3) This clarifies why, in Freire's opinion, dialogue cannot take place without
hope since, without hope, there is no motivation to improve one's lot in life through
communication.
6. Finally, “true dialogue cannot exist unless the dialogue engages in critical thinking—
thinking which discerns indivisible solidarity between the world and the people and
admits of no dichotomy between them “(Freire,1970 & 1993, ch.3).
This clarifies why, in Freire's opinion, discourse cannot take place without critical
thought. We can use reflective and autonomous thought during communication because
of critical thinking.
Freire argues that the absence of love, humility, faith, hope, and critical thinking makes
communication impossible. This describes how discourse should show off positive
interpersonal relationships and provide people the chance to change for the better in
accordance with reality.
Evaluate the term's connection to the idea of curriculum reform.
Communication is referred to as dialogue, and the concept of curricular reform
heavily relies on communication. Since it allows for information exchange between
students and teachers, communication forms the basis of the curriculum. According to
Freire, dialogue cannot take place in the absence of love, humility, faith, hope, and
critical thinking, as was already mentioned. Dialog (or dialogue) became the focal point
and emblem of education as a result. "Dialogue is essential to communication, and
without communication, true education is impossible." Due to the fact that
pg. 4
Assignment 4
"preoccupation with the content of the dialogue is really preoccupation with the program
content of education" (Freire, 1970 &1993, )
As a result, conversation is intimately associated with the concept of curriculum
reform, and in my opinion, it is the most delicate phase of the educational process. This
means that education is now a constant process of polite and constructive communication
between a teacher and a student rather than a one-sided view of personal reality from the
teacher to the student.
Assess the strength and validity of this term relative to what Freire is trying to
convey in this chapter. Explain whether or not you do agree with this choice of term.
Why or why not?
I concur with Freire's views on the value of discussion in education. Even though I
had never heard of Freire's ideology before, I now completely understand it. Based on my
experience teaching, I can vouch that it is unquestionably true that a constructive
exchange of ideas between a teacher and a student result in freedom of speech.
Furthermore, when communication is based on open and honest debate, curriculum
creation becomes democratic and unrestricted. Additionally, it facilitates the development
of a student-teacher rapport, which is crucial for effective communication. Students will
understand that different points of view are respected equally in this way, and oppressed
students will feel free to speak up and express their thoughts without fear.
This can only be accomplished if teachers are successful in observing their students,
identifying their themes, and gaining their respect and trust in order to initiate a
conversation. Love, humility, faith, trust, hope, and critical thinking in a conversation, in
my opinion, will help both students and teachers become proactive learners.
pg. 5
Assignment 4
References:
Freire, P. (1970, 1993). Chapter 3. In Pedagogy of the oppressed. The Continuum International
PublishingGroup. http://www.historyisaweapon.com/defcon2/pedagogy/pedagogychapter3.html
pg. 6

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Assignment 4

Department of Education, University of people

EDUC 5220: Curriculum Design and Instructional Decision Making

Dr. Manisha Sharma

16th of July 2023

Look over Freire's, (1970,1993) Pedagogy of the Oppressed Chapter 3, as he explores the

We also encounter certain Freirean convictions including the purpose of education as

Expand upon one (1) term and address the following

Freire offered a variety of terminology as an alternative to the conventional educational

explain the term?

essence of a discussion based on its instrument at the beginning of chapter 3. He went on to

true (Freire, 1970; 1993, ch. 3).

The debate, according to Freire, contains the following ideas:

world” (Freire,1970 & 1993, Ch.3)

is built upon love.

“(Freire, 1970 & 1993, ch.3).

This explains why dialogue is characterized by "humility" in Freire's writings. It is

challenging to engage in a serious discourse when one lacks humility.

among the parties involved.

admits of no dichotomy between them “(Freire,1970 & 1993, ch.3).

accordance with reality.

Evaluate the term's connection to the idea of curriculum reform.

Communication is referred to as dialogue, and the concept of curricular reform

heavily relies on communication. Since it allows for information exchange between

and emblem of education as a result. "Dialogue is essential to communication, and

without communication, true education is impossible." Due to the fact that

content of education" (Freire, 1970 &1993, )

As a result, conversation is intimately associated with the concept of curriculum

teacher to the student.

Why or why not?

experience teaching, I can vouch that it is unquestionably true that a constructive

exchange of ideas between a teacher and a student result in freedom of speech.

Furthermore, when communication is based on open and honest debate, curriculum

creation becomes democratic and unrestricted. Additionally, it facilitates the development

of a student-teacher rapport, which is crucial for effective communication. Students will

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