Acceso usuarios
José Villalobos
Desde 1970, varios educadores y filósofos de la educación han hecho varios intentos para discutir el tema de la «concientización» como el resultado de la transformación por la escolaridad (Monette, 1979). Sin embargo, estos intentos han sido tentativos e inconclusos, con la excepción del trabajo y la contribución de Daniel S. Schipani (1984) titulado Conscientization and Creativity: Paulo Freire and Christian Education.
En este trabajo, se presenta la filosofía educativa de Freire en el contexto de mi interés particular por la concientización de la humanidad y su relación con la educación. El trabajo también explora en profundidad la concientización y subraya sus dimensiones más importantes de acuerdo con el pensamiento de Freire acerca de la educación.
Since 1970, several educators and philosophers of education have attempted to deal with «conscientization» as the result of a transformation led by constant schooling (Monette, 1979). However, these attempts have been very tentative and inconclusive, with the exception of the work and contribution of Daniel S. Schipani (1984) titled Conscientization and Creativity: Paulo Freire and Christian Education. In his work, Schipani reinterprets, in a holistic manner and for the first time, Paulo Freire�s contribution to education, specially focusing on Freire�s philosophical, educational, and epistemological principles related to «conscientization.» The topic of conscientization has had a tremendous impact on our society lately (Haight, 1989). In this essay, Freire�s educational philosophy is presented in the context of my particular interest for the conscientization of humankind and its relationship with education. The essay also deals with conscientization in depth, and underlines its main dimensions in light of education and Freire�s educational thinking.
It is my belief that this close rapport and analysis between education and conscientization enriches both concepts and each progresses in their own ways
