11 “…gave me the critical tools to reflect on, and understand, the process through which we come to know what it means to be a the periphery of the intimate yet fragile relationship between the colonizer and the colonized.” Macedo
*To what extent is computer culture/digital culture “colonizing”? Any less since we’ve been “paying attention”?
12: “Paulo Freire’s invigorating critique of the dominant banking model of education leads to his democratic proposals of problem-posing education where “men and women develop their power to perceive critically the way they exist in the world with which and in which they find themselves; they come to see the world not as a static reality but as a reality in the process of transformation.”
*I wonder to what extent this “problem-posing” is intentionally cast against “problem-solving” in Berthoff’s work?
15: “…his work, sadly, is not central to the curricula of most schools of education whose major responsibility is to prepare the next generation of teachers.”
“Dialogical practice” *What is the relationship between Freire’s dialogical practice and Berthoff’s dialectic?
16: “Pseudo-Freirean educators not only strip him of the essence of his radical pedagogical proposals that go beyond the classroom boundaries and efect significant changes in the society as well: these educators also fail to understand the epistemological relationship of dialogue. ***How is this different from dialectic?
“Unfortunately, in the United States, many educators who claim to be Freirean in their pedagogical orientation mistakenly transform Freire’s notion of dialogue into a method, thus losing sight of the fact that the fundamental goal of dialogical teaching is to create a process of learning and knowing that invariably involves theorizing about the experiences shared in the dialogue process.” **So “method” here amputates the “theorizing”? Here the focus is on abstracting and generalizing for metacognition?
17: “Understanding dialogue as a process of learning and knowing establishes a previous requirement that always involves an epistemological curiosity about the very elements of the dialogue. That is to say, dialogue must require an ever-present curiosity about the object of knowledge. Thus, dialogue is never an end in itself but a means to develop a better comprehension about the object of knowledge.” **What is the role of the dialectic and dialogue in expressivism?