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The philosophy of education is the branch of applied philosophy that ... Holt was catapulted into the American national consciousness to the extent that he ...
Critical consciousness, conscientization, or conscientização in Portuguese (Portuguese pronunciation: [kõsjẽtʃizaˈsɐ̃w]), is a popular education and social concept developed by Brazilian pedagogue and educational theorist Paulo Freire, grounded in neo-Marxist critical theory.
Consciousness is a fascinating but elusive phenomenon: it is impossible to specify what it is, what it does, or why it has evolved. Nothing worth reading has been written on it. [29] Using 'awareness', however, as a definition or synonym of consciousness is not a simple matter:
Realizing one's consciousness ("conscientization", "conscientização") is then a needed first step of "praxis", which is defined as the power and know-how to take action against oppression while stressing the importance of liberating education. "Praxis involves engaging in a cycle of theory, application, evaluation, reflection, and then back ...
Freire's philosophy of education centers on critical consciousness, whereby the oppressed recognize the causes of their oppression "so that through transforming action they can create a new situation, one which makes possible the pursuit of fuller humanity". [2] Problem-posing education is the path to critical consciousness.
Dewey often described education as a mechanism for social change, stating that "education is a regulation of the process of coming to share in the social consciousness; and that the adjustment of individual activity on the basis of this social consciousness is the only sure method of social reconstruction". [56]
The consciousness-only doctrine of the Yogācāra school stated that experienced objects are mere transformations of consciousness and do not reflect external reality. [159] The Hindu school of Samkhya philosophy [s] introduced a metaphysical dualism with pure consciousness and matter as its fundamental categories. [160]
The term phenomenology derives from the Greek φαινόμενον, phainómenon ("that which appears") and λόγος, lógos ("study"). It entered the English language around the turn of the 18th century and first appeared in direct connection to Husserl's philosophy in a 1907 article in The Philosophical Review.