Tag Archives: willed forgetfulness

Five of a 12 part blog

Question 5.           Explain how Freire defines knowledge and the implications of his view to democratic schooling.

there is no historical reality which is not human “ Paulo Freire Pedagogy of the Oppressed, 1971 (page 125)

It seems to me that Freire defines knowledge as the history that the students bring with them into the classroom based on their own experience in relation to a particular time in history under particular historical conditions. When one take this into account and then adds the aspect of Freire`s concept of education through dialogue and action we can see how education could be done differently. If we, as educators, teach, understanding every person has a different history, using dialogue and experience to create new knowledge, education becomes much more democratic and less authoritarian. I can see where this can only happen if the educator has a very good handle on their subject (like Freire has mentioned earlier in the introduction) as the teacher would have to be filled with a lot of good questions and creative ideas of how to "act" on the questions to create new histories leading to new knowledge. This brings me back to John Baldacchino`s idea of unlearning and willed forgetfulness, as one would have to choose to change or forget an old truth to accept a new.
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References:
The Critical Pedagogy Reader. (2009). “Critical Pedagogy: An Introduction” . I. Darder,Antonia, II. Baltodano, Marta, III. Torres, Rodolfo D., Routledge. 711 Third Avenue, New York, NY 10017
Baldacchino, J. (2004). Willed Forgetfulness: The Arts, Education and the Case for Unlearning. Apringer Science+Business Media Dordrecht 2012