---
product_id: 4393181
title: "Pedagogy of Freedom: Ethics, Democracy, and Civic Courage (Critical Perspectives Series: A Book Series Dedicated to Paulo Freire) Paperback – December 13, 2000"
brand: "paulo freirepatrick clarkestanley aronowitzdonaldo macedo"
price: "₩51268"
currency: KRW
in_stock: true
reviews_count: 7
url: https://www.desertcart.kr/products/4393181-pedagogy-of-freedom-ethics-democracy-and-civic-courage-critical-perspectives
store_origin: KR
region: South Korea
---

# Pedagogy of Freedom: Ethics, Democracy, and Civic Courage (Critical Perspectives Series: A Book Series Dedicated to Paulo Freire) Paperback – December 13, 2000

**Brand:** paulo freirepatrick clarkestanley aronowitzdonaldo macedo
**Price:** ₩51268
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- **What is this?** Pedagogy of Freedom: Ethics, Democracy, and Civic Courage (Critical Perspectives Series: A Book Series Dedicated to Paulo Freire) Paperback – December 13, 2000 by paulo freirepatrick clarkestanley aronowitzdonaldo macedo
- **How much does it cost?** ₩51268 with free shipping
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- **Where can I buy it?** [www.desertcart.kr](https://www.desertcart.kr/products/4393181-pedagogy-of-freedom-ethics-democracy-and-civic-courage-critical-perspectives)

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## Customer Reviews

### ⭐⭐⭐⭐⭐ Pedagogy of humanity
*by D***E on July 9, 2013*

Lifelong education activist Paulo Freire rejects any notion of education as "objective" or "impartial". Such education cannot exist. Any pretense that it does is an illusion that serves to mask and advance the agenda of those whose interests are served by the status quo - the moneyed, the powerful and the dominant culture.Instead, Freire argues for embracing the subjectivity of education and teachers' roles as advocates and activists. Education is inherently the subjective encounter of two or more human beings, each with his or her own social and historical context - gender, race/ethnicity, socio-economic status, ability, and historical experiences. It is only within that context that education can happen, so one of the first and primary roles of education is to explore and understand that context. Issues of injustice, discrimination, exploitation, oppression, poverty and social class are not to be politely side-stepped as if we are in fact all equal. It is only through confronting social constructs and power structures as they exist that we can begin to approach equality. Therefore, as such issues arise and exist, it is the teacher's responsibility to take sides - to favor the oppressed and the exploited and to stand up to such injustice. Anything else does violence to the subjectivity of the other and, thereto, to one's own.Teaching is not merely the pouring of information into the empty vessel that is the student. It is rather the meeting of two (or more) active subjects in slightly different places on the learning path. The teacher too needs to be open to learning (and specifically, learning from the student). This means that the teachers needs to respect the experience and worldview of the student. There is no teaching without learning, and there is no true learning that is passive or forced from above. Both the teacher and the student are unfinished, and it is that unfinished state that allows for further education.Much of Freire's work - this book included - is a protest, indeed, a rage, against the seemingly unstoppable forces of global neoliberalism. The future, we are told by and through our leaders, is one of global capitalism. There is no other alternative. We may rail against the growing inequality and injustices all we want, but in the end, all we can do is train students to adapt to it as best as possible. Education, then, is to prepare students to take their places - however low or high - in the ever-expanding corporate/consumerist structure.Freire rejects all of that. The poor, the exploited, the oppressed, the "ragpickers" must get organized and struggle to overcome the injustices which are thrust upon them. Education is one such vehicle for accomplishing this. Promoting literacy, improving health, sanitation and infrastructure, and raising awareness through protests and peaceful action are all avenues that can and should be taken, not least by teachers. Failing to take sides and engage on behalf of the oppressed makes the teacher simply another minion of the corporate structure.At heart, Freire is talking about tearing off the mask that too many of us wear too comfortably. For those of us who are part of the dominant culture, we benefit from the privileges that accrue to the dominant culture, and we turn a blind eye to the cost of such privilege to those who do not share in it. Most of us want to "help" or to "do good", but only if and to the extent that we can do so without threatening our own position in the dominant culture. Such "helping" is paternalistic, the missionary zeal of one who refuses to see his or her own role in the very problem s/he is trying to help. But as ethical human beings, we are confronted with choices. We must choose to act ethically - not to choose is itself a choice.We must confront many of the assumptions we take for granted and upon which our system of inequality rests. For instance, what is "profit"? Whose profit? Is profit strictly an economic term, or are there other ways to profit? Is profit always a good thing? Must society be hierarchical and unequal? If so, what is the basis for that hierarchy? Birth right? Meritocracy? How should people be ranked and sorted (if at all) in order to determine who deserves or is entitled to what? Is there a way (and a will) to make the world more equal and more just? Every choice we make confronts these ethical dilemmas. To the extent we truly want to "help", we might have to fundamentally risk ourselves and our positions in society to do so. But then again, at the rate that neoliberalism is advancing, most of us face that threat anyway, whether we realize it or not.Many at this point may be crying "socialism!" or "communism!". Freire was indeed an unabashed supporter of Marx. He would agree that there is an unsustainable disconnect between labor and capital that is unhealthy for both. What is needed is maximum subjectivity - and mutual recognition of subjectivity - for both rich and poor, the capital class and the working class. There can be no true democracy without all voices heard and respected. Such mutual respect and subjectivity benefits all - the oppressor and the oppressed. Equality does not mean sameness, it means equal freedom to explore and experience our individual human subjectivity in relation to the subjectivity of others. If this is socialism, so be it. And perhaps it's idealistic or even utopian, but that sounds a lot better than the dystopian worldwide system of mass poverty and exploitation that we are headed for now.

### ⭐⭐⭐⭐⭐ A book about and for Humanity.
*by B***B on March 30, 2011*

First and foremost the book is about love; for life, people, students and self. It is less structured than Im used to and I found it refreshing. It begins with the "Scourge of neoliberalism, with its cynical fatalism and its inflexible negation of the right to dream..." It moves on to the critical relationship between a persons theory and practice. Continuing on with the theme of the teaching-learning relationship and process from his first book. He talks about the permanent condition of becoming. The necessity of ultimate respect for all people, understanding of their plight from their perspective and duty to speak out where they cannot."It is fundamental for us to know that without certain qualities or virtues, such as a generous loving heart, respect for others, tolerance, humility, a joyful disposition, love of life, openness to what is new, a disposition to welcome change, perseverance in the struggle, a refusal of determinism, a spirit of hope, and openness to justice, progressive pedagogical practice is not possible. It is something that the merely scientific, technical mind cannot accomplish." pg 108

### ⭐⭐⭐⭐⭐ U.S. Education System Flawed
*by P***0 on January 27, 2016*

We need to understand in the U.S. that our education system is outdated, and no longer serves the purpose of preparing it's citizens for full participation in our society. This book really completes Sr. Freire's philosophy of education, and is a great book to read if you want to consider how we in this country need to get our heads out of the sands of the 19th Century pedagogy and realize that standardized curricula, standardized testing, and all the other outdated attempts by politicians to formalize public education cannot stand the test of time and will ultimately result in the failure of this country to keep its place of prominence in the world. If you want proof of the failures of our current system, just observe how our media work, and how our politicians running for office have not one scintilla of wisdom about how to lead this country forward. We need a revolution in education.

## Frequently Bought Together

- Pedagogy of Freedom: Ethics, Democracy, and Civic Courage (Critical Perspectives Series: A Book Series Dedicated to Paulo Freire)
- Teaching to Transgress: Education as the Practice of Freedom (Harvest in Translation)
- Pedagogy of the Oppressed: 50th Anniversary Edition

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*Last updated: 2026-01-24*