"A careful analysis of the teacher-student relationship at any level, inside or outside the school, reveals its fundamentally narrative character. This relationship involves a narrating Subject (the teacher) and patient listening objects (the students). The contents, whether values or empirical dimensions of reality, tend in the process of being narrated to become lifeless and petrified. Education is suffering from narration sickness.
The teacher talks about reality as if it were motionless, static, compartmentalized, and predictable. Or else he expounds on a topic completely alien to the existential experience of the students. His task is to "fill" the students with the contents of his narration -- contents which are detached from reality, disconnected from the totality that engendered them and could give them significance. Words are emptied of their concreteness and become a hollow, alienated, and alienating verbosity.
[...]
Liberating education consists in acts of cognition, not transferals of information. It is a learning situation in which the cognizable object (far from being the end of the cognitive act) intermediates the cognitive actors -- teacher on the one hand and students on the other. Accordingly, the practice of problem-posing education entails at the outset that the teacher-student contradiction to be resolved. Dialogical relations -- indispensable to the capacity of cognitive actors to cooperate in perceiving the same cognizable object --are otherwise impossible.
Indeed problem-posing education, which breaks with the vertical characteristic of banking education, can fulfill its function of freedom only if it can overcome the above contradiction. Through dialogue, the teacher-of-the-students and the students-of-the-teacher cease to exist and a new term emerges: teacher-student with students-teachers. The teacher is no longer merely the-one-who-teaches, but one who is himself taught in dialogue with the students, who in turn while being taught also teach. They become jointly responsible for a process in which all grow. In this process, arguments based on "authority" are no longer valid; in order to function authority must be on the side of freedom, not against it. Here, no one teaches another, nor is anyone self-taught. People teach each other, mediated by the world, by the cognizable objects which in banking education are "owned" by the teacher. "
PAULO FREIRE: CHAPTER 2 OF PEDAGOGY OF THE OPPRESSED
The teacher talks about reality as if it were motionless, static, compartmentalized, and predictable. Or else he expounds on a topic completely alien to the existential experience of the students. His task is to "fill" the students with the contents of his narration -- contents which are detached from reality, disconnected from the totality that engendered them and could give them significance. Words are emptied of their concreteness and become a hollow, alienated, and alienating verbosity.
[...]
Liberating education consists in acts of cognition, not transferals of information. It is a learning situation in which the cognizable object (far from being the end of the cognitive act) intermediates the cognitive actors -- teacher on the one hand and students on the other. Accordingly, the practice of problem-posing education entails at the outset that the teacher-student contradiction to be resolved. Dialogical relations -- indispensable to the capacity of cognitive actors to cooperate in perceiving the same cognizable object --are otherwise impossible.
Indeed problem-posing education, which breaks with the vertical characteristic of banking education, can fulfill its function of freedom only if it can overcome the above contradiction. Through dialogue, the teacher-of-the-students and the students-of-the-teacher cease to exist and a new term emerges: teacher-student with students-teachers. The teacher is no longer merely the-one-who-teaches, but one who is himself taught in dialogue with the students, who in turn while being taught also teach. They become jointly responsible for a process in which all grow. In this process, arguments based on "authority" are no longer valid; in order to function authority must be on the side of freedom, not against it. Here, no one teaches another, nor is anyone self-taught. People teach each other, mediated by the world, by the cognizable objects which in banking education are "owned" by the teacher. "
PAULO FREIRE: CHAPTER 2 OF PEDAGOGY OF THE OPPRESSED
True liberating education can not exist when the teacher acts in the role of the subject and treats the students as mere objects under their authority, true liberating education comes from a mutually beneficial relationship with both teacher and students as subjects.
subject-subject, not subject-object
subject-subject, not subject-object
this cute song
https://www.youtube.com/watch?v=juL6ZaXxAkY
https://www.youtube.com/watch?v=juL6ZaXxAkY
YouTube
Sabo-Tabby Kitten (IWW Song)
An IWW song about the Sabo-tabby, a symbol used by the organisation as a code for sabotage. Both its design and this song were created by Ralph Chaplin, who also penned the song "Solidarity Forever". Like that song's tune was taken from "The Battle Hymn of…
please also have the IPCC´s AR6 Synthesis Report: Climate Change 2023
AIR-4pp-chart.pdf
749.4 KB
this channel also likes lichen, they are great
so we hereby give you an easy guide to identify some of them
so we hereby give you an easy guide to identify some of them
“Ecology without class struggle is gardening!”
Chico Mendez
in that spirit:
https://www.youtube.com/watch?v=69DFis2WgMQ
Chico Mendez
in that spirit:
https://www.youtube.com/watch?v=69DFis2WgMQ
YouTube
How the Rich REALLY Cause Climate Change
Support OCC by signing up for Nebula using this link (and get bonus, ad-free content like this): https://go.nebula.tv/occ/
Watch the bonus video on Nebula: https://nebula.tv/videos/occ-the-capitalists-who-pollute-for-profit
In this Our Changing Climate…
Watch the bonus video on Nebula: https://nebula.tv/videos/occ-the-capitalists-who-pollute-for-profit
In this Our Changing Climate…
The USA is not a country but three companies in a trenchcoat, so is Switzerland but they are actually three banks in a trenchcoat.
Forwarded from Lacan's Whore House (Butterfluff Snepyeen)
Forwarded from International Revolution
🇲🇽 The new Zapatista system explained! 🏴🚩
"I am going to try to explain to you how we reorganized the autonomy, that is, the new structure of the Zapatista autonomy. I will explain more later in more detail. Or maybe I won't explain more, because practice is what matters. Of course you can also come to the anniversary and watch the plays, songs, poems and the art and culture of this new stage of our struggle. If not, Tercios Compas will send you photos and videos there. At another time I will tell you what we saw good and bad in the critical evaluation of MAREZ and JBG. Now I'll just tell you how it looks.
🔸Goes: Read the full text
In reality, this statement has only the intention of telling you that Zapatista autonomy continues and advances, that we think it will be better for the towns, communities, places, neighborhoods, colonies, ejidos and rancherías where they live, that is, the bases of Zapatista support."
"I am going to try to explain to you how we reorganized the autonomy, that is, the new structure of the Zapatista autonomy. I will explain more later in more detail. Or maybe I won't explain more, because practice is what matters. Of course you can also come to the anniversary and watch the plays, songs, poems and the art and culture of this new stage of our struggle. If not, Tercios Compas will send you photos and videos there. At another time I will tell you what we saw good and bad in the critical evaluation of MAREZ and JBG. Now I'll just tell you how it looks.
🔸Goes: Read the full text
In reality, this statement has only the intention of telling you that Zapatista autonomy continues and advances, that we think it will be better for the towns, communities, places, neighborhoods, colonies, ejidos and rancherías where they live, that is, the bases of Zapatista support."
"Inch by inch progress will not do. It is time for a climate ambition supernova"
United Nations Secretary-General Antonio Guterres
https://www.npr.org/2023/11/14/1212888562/climate-change-antonio-guterres-united-nations-ambition-supernova-dubia-talks
United Nations Secretary-General Antonio Guterres
https://www.npr.org/2023/11/14/1212888562/climate-change-antonio-guterres-united-nations-ambition-supernova-dubia-talks
Forwarded from CrimethInc. Ex-Workers Collective
How They Stopped Work at the Raytheon Facility
https://crimethinc.com/Raytheon
On November 13, demonstrators in southern California blockaded a defense contractor facility in solidarity with the Palestinians on the receiving end of the bombs that it produces.
This report explores how they used the element of surprise to surround it and shut down work for the day.
https://crimethinc.com/Raytheon
On November 13, demonstrators in southern California blockaded a defense contractor facility in solidarity with the Palestinians on the receiving end of the bombs that it produces.
This report explores how they used the element of surprise to surround it and shut down work for the day.