| dc.contributor.author |
Rugut, Emmy J. |
|
| dc.contributor.author |
Osman, Ahmed A. |
|
| dc.date.accessioned |
2017-01-30T10:00:33Z |
|
| dc.date.available |
2017-01-30T10:00:33Z |
|
| dc.date.issued |
2013-03 |
|
| dc.identifier.citation |
Osman Ahmed A.,Emmy J. Rugut,"Reflection on Paulo Freire and Classroom Relevance",in American International Journal of Social Science,vol2(2) 2013. |
en_US |
| dc.identifier.uri |
http://localhost:8080/xmlui/handle/1/77 |
|
| dc.description |
This article Contains References. |
en_US |
| dc.description.abstract |
This paper focuses on the philosophical concepts of Paulo Freire on
education. It reports on the relevance of Freire’s ideas to the classroom and its impact on the world of ‘educator’ and ‘educatee’. The paper is a reflection of Freire’s reaction to ‘banking education’ and problem posing model, culture circle, codifications praxis (action/intervention), Easter experience, dialogue and concientization.Freire has been able to draw upon and weave together a number of strands of thinking about educational practice and liberation. His theoretical innovations have had a considerable impact on the development of educational practice all over the world. |
en_US |
| dc.language.iso |
en |
en_US |
| dc.subject |
banking education, reflection, culture circle, codifications, praxis |
en_US |
| dc.title |
Reflection on Paulo Freire and Classroom Relevance |
en_US |
| dc.type |
Article |
en_US |