framework
問題一覧
1
In the Philippine context, such
concept of ___________
tends to widen the gap between
the few rich and the majority who
further subjugates people’s
consciousness.
development training
2
Current development practice
demands a type of training which is
partisan to the poor; a type which
is ______, _______and _____.
participatory experiential liberating
3
Historically, this alternative view of
development training primarily evolved
from five core elements in
development work:
conscientization adult education participatory development empowerment community organizing
4
It is the process of raising people’s critical awareness of reality.
conscientization
5
Education as the “practice of freedom”, by attaining critical awareness men and women can transform their objectconditions.
conscientization
6
negates people’s experiences and view them as passive observers of change. (Conscientization)
domesticating education
7
leads to people’s increased control over what knowledge is valid and useful and to people’s concerted action to improve their conditions.(Conscientization)
liberating education
8
Development training, then, becomes a venue for synthesizing people’s experiences and form the basis for
reflection.
conscientization
9
Adult are viewed as active learners. They have certain characteristics (e.g years of experience, maturity, sensitiveness to failure, etc.) which must be considered to identify more effective methods of learning.
adult education
10
Emphasis is also given to trainings which are functional to one’s socio—economic concerns, rather than treating it as
a mere theoretical undertaking.
adult education
11
The concern for more experiential and dialogical teaching methods has several advantages:
— learning is based on common experiences;
— self analysis/reflection is facilitated since students are treated as adults;
— methods used contribute to greater retention or learning experiences
adult education
12
Development training as:
1. A crucial step in the social preparation for more critical and responsible participation.
participatory development
13
Development training as:
2. A continuing effort to strengthen local capabilities to sustain such actions.
participatory development
14
can best work within a three— pronged approach: Organizing, techno-economic work, networking
participatory development
15
can be sustained through continuing efforts in group mobilization, supported by research and training. (participatory development)
organizing
16
(socio—economic work and appropriate technology) aims to respond to the immediate
economic needs of the majority. It also strengthens people’s organizational capabilities to gain access and control
over resources in their environment (participatory development)
techno-economic work
17
builds linkages with support groups who can assist the people to act upon their own development. (participatory development)
networking
18
Training is an integral part of raising people’s consciousness and facilitating collective action.
community organizing
19
Training then facilitates both individual and group growth. It aims to synthesize group analysis of the situation as well
as strengthen skills for sustained and systematic action.
community organizing
20
merging individual concerns with group interests, gradually moving from immediate issues to community issues. (community organizing)
micro to macro approach
21
Training is empowerment - one of the basic goals of empowerment is to enable trainees to make themselves better
than they were before they were trained.
empowerment of the poor
22
Empowerment creates self reliant communities. It is development, by, for and of the people.
empowerment of the poor
23
It involves:
1. Capacity building
2. Change and its management
3. Democratic processes
4. Change agents acting as capability builders & enablers
5. Technical soundness as important as the human process
empowerment of the poor
24
is a key process in the empowerment of people. (Empowerment of the poor)
participation
25
A tool of colonial and elite powers to
subjugate the people’s consciousness;
purpose of education
26
A potent instrument with which the
masses fight for oppression
purpose of education
27
This same phenomenon is observed in
many poor countries. Freire (1970)
differentiated between domesticating
and liberating education based on his
experiences in Latin America.
purpose of education
28
ROLE OF PEOPLE : People as objects
domesticating
29
FORM OF CONTROL : Social Control
domesticating
30
RELATIONS: Manipulation – Collaboration
domesticating
31
METHODS: Banking
domesticating
32
METHODS: Problem-Posing
liberating
33
RELATIONS: Cooperation-Partnership
liberating
34
FORM OF CONTROL: Towards people’s control
liberating
35
ROLE OF PEOPLE: People as subjects
liberating
36
Provides KSA necessary for people to
adapt to the dominant elite culture
and sustain oppressive production
relations.
domesticating
37
It aims to perpetuate the ideology
and social practices of the few who
controls economic and political
powers.
domesticating
38
Provides a countervailing force that
criticizes and offers alternative
systems.
liberating
39
Primarily concerned with social
transformation (the poor, gain access
and control over social resources).
liberating
40
It aims towards conscientization.
liberating
41
Has its roots in liberating education.
popular education
42
It is “popular” in the sense that it aims
to reach the majority, the less
privileged and poor sectors of society.
popular education
43
It derives its focus from adult
education: the individuals’ unique and
functional experiences as basis for
education
popular education
44
It inspired by the possibility of offering
education outside the formal school
structure (non-formal education) and
the need to provide skills needed in
order to become productive citizens.
popular education
45
From the concept of conscientization
(Freire) and liberation theologians in
the 1960s, popular education focuses
on developing critical awareness and
transforming society.
popular education
46
greatly influenced by the concepts and methods of adult education, NFE, literacy campaigns, Cathechism,
conscientization, and the nationalist mass movements in many third world countries
popular education
47
has three equally
important and complementary
dimensions: political knowledge, general knowledge, .technical knowledge
popular education
48
Political awareness, class
consciousness, cooperation, solidarity,
collective action. (popular education)
political knowledge
49
Literacy, numeracy,
creativity, critical analysis, independent
judgment. (popular education)
general knowledge
50
Operating and managing
production processes and running
organizations (popular education)
technical knowledge
51
• Linked with the mass movements
• From the masses, to the masses
• Education for liberation
• Action—Reflection cycle
• People’s participation
• Nationalist orientation
• People—centered
• Process—oriented
• Collective learning
• Holistic
• Problem—posing
• Simple and Popular
goals of popular education
52
has been described
as an ‘option for the poor’ or
‘education for critical consciousness. “
popular education
53
anchored to the
notion that the individual can only
develop in society and that education
takes place everywhere (Stewart,
1985).
popular education
54
is both an
orientation and a methodology. It is not
concerned with mere transfer of
knowledge but in generating
knowledge from the people’s own
praxis. As a methodology, popular
education is characterized by
EXPERIENTIAL, PARTICIPATORY and DIALOGICAL APPROACHES to learning.
popular education
55
The emergence of “people’s participation” in many United Nations documents in the mid—1970s also
generated interest in a type of alternative education for the masses which would prepare them to actively
participate in the development process. (Hague, et.al., 1975).
1970s
56
The term popular education gained recognition ; it was sustained partly because of the people power fever
which swept the country at that time.
1980s
57
In the Philippines, peasant movements and workers union have a long history of educational activities geared mainly
to strengthen their organization.
historical background of popular education
58
Soviet Union’s Labour schools in the early 1900s, the French Modern School Movement in the
1920s, China’s education—production schools in the 1940s, and Cuba’s literacy program in the 1950s.
early practice
59
Paolo Freire’s literacy training programs among peasants in Brazil.
1960s
60
The practice moved on to South America. In most cases, this type of education is linked with the land issue
among peasants and urban poor.
1970s
61
The practice expanded to Central America
1980s
62
new wave of alternative education spread over the continent in adopted in a number of
Southern African states, namely South Africa, Namibia, Zimbabwe, Botswana and Tanzania
late 1970s to early 1980s
問題一覧
1
In the Philippine context, such
concept of ___________
tends to widen the gap between
the few rich and the majority who
further subjugates people’s
consciousness.
development training
2
Current development practice
demands a type of training which is
partisan to the poor; a type which
is ______, _______and _____.
participatory experiential liberating
3
Historically, this alternative view of
development training primarily evolved
from five core elements in
development work:
conscientization adult education participatory development empowerment community organizing
4
It is the process of raising people’s critical awareness of reality.
conscientization
5
Education as the “practice of freedom”, by attaining critical awareness men and women can transform their objectconditions.
conscientization
6
negates people’s experiences and view them as passive observers of change. (Conscientization)
domesticating education
7
leads to people’s increased control over what knowledge is valid and useful and to people’s concerted action to improve their conditions.(Conscientization)
liberating education
8
Development training, then, becomes a venue for synthesizing people’s experiences and form the basis for
reflection.
conscientization
9
Adult are viewed as active learners. They have certain characteristics (e.g years of experience, maturity, sensitiveness to failure, etc.) which must be considered to identify more effective methods of learning.
adult education
10
Emphasis is also given to trainings which are functional to one’s socio—economic concerns, rather than treating it as
a mere theoretical undertaking.
adult education
11
The concern for more experiential and dialogical teaching methods has several advantages:
— learning is based on common experiences;
— self analysis/reflection is facilitated since students are treated as adults;
— methods used contribute to greater retention or learning experiences
adult education
12
Development training as:
1. A crucial step in the social preparation for more critical and responsible participation.
participatory development
13
Development training as:
2. A continuing effort to strengthen local capabilities to sustain such actions.
participatory development
14
can best work within a three— pronged approach: Organizing, techno-economic work, networking
participatory development
15
can be sustained through continuing efforts in group mobilization, supported by research and training. (participatory development)
organizing
16
(socio—economic work and appropriate technology) aims to respond to the immediate
economic needs of the majority. It also strengthens people’s organizational capabilities to gain access and control
over resources in their environment (participatory development)
techno-economic work
17
builds linkages with support groups who can assist the people to act upon their own development. (participatory development)
networking
18
Training is an integral part of raising people’s consciousness and facilitating collective action.
community organizing
19
Training then facilitates both individual and group growth. It aims to synthesize group analysis of the situation as well
as strengthen skills for sustained and systematic action.
community organizing
20
merging individual concerns with group interests, gradually moving from immediate issues to community issues. (community organizing)
micro to macro approach
21
Training is empowerment - one of the basic goals of empowerment is to enable trainees to make themselves better
than they were before they were trained.
empowerment of the poor
22
Empowerment creates self reliant communities. It is development, by, for and of the people.
empowerment of the poor
23
It involves:
1. Capacity building
2. Change and its management
3. Democratic processes
4. Change agents acting as capability builders & enablers
5. Technical soundness as important as the human process
empowerment of the poor
24
is a key process in the empowerment of people. (Empowerment of the poor)
participation
25
A tool of colonial and elite powers to
subjugate the people’s consciousness;
purpose of education
26
A potent instrument with which the
masses fight for oppression
purpose of education
27
This same phenomenon is observed in
many poor countries. Freire (1970)
differentiated between domesticating
and liberating education based on his
experiences in Latin America.
purpose of education
28
ROLE OF PEOPLE : People as objects
domesticating
29
FORM OF CONTROL : Social Control
domesticating
30
RELATIONS: Manipulation – Collaboration
domesticating
31
METHODS: Banking
domesticating
32
METHODS: Problem-Posing
liberating
33
RELATIONS: Cooperation-Partnership
liberating
34
FORM OF CONTROL: Towards people’s control
liberating
35
ROLE OF PEOPLE: People as subjects
liberating
36
Provides KSA necessary for people to
adapt to the dominant elite culture
and sustain oppressive production
relations.
domesticating
37
It aims to perpetuate the ideology
and social practices of the few who
controls economic and political
powers.
domesticating
38
Provides a countervailing force that
criticizes and offers alternative
systems.
liberating
39
Primarily concerned with social
transformation (the poor, gain access
and control over social resources).
liberating
40
It aims towards conscientization.
liberating
41
Has its roots in liberating education.
popular education
42
It is “popular” in the sense that it aims
to reach the majority, the less
privileged and poor sectors of society.
popular education
43
It derives its focus from adult
education: the individuals’ unique and
functional experiences as basis for
education
popular education
44
It inspired by the possibility of offering
education outside the formal school
structure (non-formal education) and
the need to provide skills needed in
order to become productive citizens.
popular education
45
From the concept of conscientization
(Freire) and liberation theologians in
the 1960s, popular education focuses
on developing critical awareness and
transforming society.
popular education
46
greatly influenced by the concepts and methods of adult education, NFE, literacy campaigns, Cathechism,
conscientization, and the nationalist mass movements in many third world countries
popular education
47
has three equally
important and complementary
dimensions: political knowledge, general knowledge, .technical knowledge
popular education
48
Political awareness, class
consciousness, cooperation, solidarity,
collective action. (popular education)
political knowledge
49
Literacy, numeracy,
creativity, critical analysis, independent
judgment. (popular education)
general knowledge
50
Operating and managing
production processes and running
organizations (popular education)
technical knowledge
51
• Linked with the mass movements
• From the masses, to the masses
• Education for liberation
• Action—Reflection cycle
• People’s participation
• Nationalist orientation
• People—centered
• Process—oriented
• Collective learning
• Holistic
• Problem—posing
• Simple and Popular
goals of popular education
52
has been described
as an ‘option for the poor’ or
‘education for critical consciousness. “
popular education
53
anchored to the
notion that the individual can only
develop in society and that education
takes place everywhere (Stewart,
1985).
popular education
54
is both an
orientation and a methodology. It is not
concerned with mere transfer of
knowledge but in generating
knowledge from the people’s own
praxis. As a methodology, popular
education is characterized by
EXPERIENTIAL, PARTICIPATORY and DIALOGICAL APPROACHES to learning.
popular education
55
The emergence of “people’s participation” in many United Nations documents in the mid—1970s also
generated interest in a type of alternative education for the masses which would prepare them to actively
participate in the development process. (Hague, et.al., 1975).
1970s
56
The term popular education gained recognition ; it was sustained partly because of the people power fever
which swept the country at that time.
1980s
57
In the Philippines, peasant movements and workers union have a long history of educational activities geared mainly
to strengthen their organization.
historical background of popular education
58
Soviet Union’s Labour schools in the early 1900s, the French Modern School Movement in the
1920s, China’s education—production schools in the 1940s, and Cuba’s literacy program in the 1950s.
early practice
59
Paolo Freire’s literacy training programs among peasants in Brazil.
1960s
60
The practice moved on to South America. In most cases, this type of education is linked with the land issue
among peasants and urban poor.
1970s
61
The practice expanded to Central America
1980s
62
new wave of alternative education spread over the continent in adopted in a number of
Southern African states, namely South Africa, Namibia, Zimbabwe, Botswana and Tanzania
late 1970s to early 1980s