Educator In a Local Community Of Faith (Other (Not Listed) Sample)

EDUCATOR IN A LOCAL COMMUNITY OF FAITH
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Throughout the history of critical pedagogy, Paulo Freire, a Brazilian educator, is one of the most renowned theorists. Paulo’s fame is perhaps due to his literacy work particularly pertaining decolonization of Africans and Latin Americans that he covered in his book, pedagogy of the oppressed. After publishing of his book, his insights have circulated throughout the world including the United States of America. Though Paulo’s theoretical groundings and implications are profound, struggle for freedom and multicultural freedom is the most critical foundation of his work. Freire strongly believes that struggles such as praxis, history, dialogue and conscientization are the central themes for struggle and freedom. Critical consciousness describes the ability to analyze problems and their effects to socio-political, cultural and economic realities that influence the way people leave. In addition, praxis in pedagogy refers to how theoretical understanding relate to theoretical understanding and how the latter relates to social critique issues that range from historical, ideological, economical and sociopolitical structures and influences. Most of praxis related issues seek to reconcile individuals with their environment. Freire’s believes that for a society to be transformed, active subjects must be transformed from active to reflective and from active to active contradicts a transformation process that uses awareness and best practices.
Learning and knowing are complex processes that require that dialogues and experiences that are shared to be psychologically well understood and be in a position to eradicate institutional and educative systems that are oppressive and that threaten both the education and social structures. It is so unfortunate that Freire’s education system has been taken as uncritical method that ignores social and structural practices. Freire’s role as an educator ignores not only conservative philosophical ideas but also racial and gender issues affecting the modern society. Freire’s discussion fails to address some of the most critical educational issues such as the role the teachers should play in preaching for universal citizenry in a society that is becoming more multicultural and multiracial.
In my opinion, educators are different from teachers, in that, they blindly advocate for dialogical education models that are oppressive and that form new forms of methodological rigidity that is featured with benevolent rigidity. It is commonplace to find circumstances in which educators fail to address issues of critical democracy while addressing education matters. For one to become a facilitator, teachers should relinquish their powers to classrooms, a process that leads to democratization of authority in the classroom. Freire has always considered himself a teacher and declares that he has never pretended...