2016 Volume 41 Pages 49-59
The purpose of this paper is to clarify the contemporary significance of Paulo Freire’s educational thoughts of “Liberation” and “Problem-Posing Education” by means of examining Freire’s educational thoughts of “Liberation” based on the thoughts of Christianity and Marx, the dialectical relation between “Dialogue” and “Conscientization” in “Problem-Posing Education”, and the practice of “Problem-Posing Education” via “Generative Words”/ ”Generative themes”.
Freire’s educational thoughts is based on the combination of the thoughts of Christianity and Marx, and it is aimed at self-liberation from material and conscious oppression. “Problem-Posing Education” toward the fight for self-liberation is the dialectical practice of “Dialogue” as the practice of naming, encountering, and working and “Conscientization” as the direction the practice of “Dialogue” via “ProblemPosing”. In the actual learning, generative words/ generative themes mediate the dialectic of “Dialogue” and “Conscientization”. “Generative words”/ “Generative themes” mediate a learner and his/her living reality, an educator and learners, a learner and learners. This learning is self-liberation and social transforming because it makes a learner to aware of his/her ability to learn and criticize, and also guarantees the ability and nature which can fight for the gain of their rights and can participate in their society.
The learning of “Liberation” can pose critical suggestion of Japanese condition of learning today.
