The transformative power of education
“For apart from inquiry, apart from the praxis, individuals cannot be truly human. Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other.” ― Paulo Freire, Pedagogy of the Oppressed (1970)
Empowering students to take control of their education not only promotes learner agency and participation within the educational ecosystem, but also fosters personal growth and self-fulfilment on a humanistic level (Rusu, 2019). Furthermore, it also showcases the importance of active exploration and social interaction from a constructivist standpoint (Woo & Reeves, 2007).
Paulo Freire (1921–1997), is a Brazilian educator and philosopher who revolutionised education with his critical pedagogy. Freire’s groundbreaking ideas have challenged and disrupted traditional educational models, advocating for a system where learners are active participants in their own learning journey.
Merriam & Bierema (2014), in their discussion on learning theories, highlight Freire’s dialogical and emancipatory process aligning with Carl Rogers’ student-centred approach. Freire’s idea of education as a practice of freedom (Dale & Hyslop-Margison, 2010) is all about learners becoming co-creators of knowledge through active engagement and critical reflection (Klapper & Fayolle, 2023). When we dive deeper into Freire’s work, it becomes clear that by encouraging students to question and reflect on their reality, they actively construct knowledge rather than just passively receive it. This method fits well with Vygotsky’s concept of the sociocultural context shaping learning, and Dewey’s belief that education should be grounded in experience (Merriam & Bierema, 2014; Misoczky, 2024).
The foundational pedagogical frameworks and methodologies I employ, such as Universal Design for Learning (UDL), Flipped Mastery, and Cognitivism, truly bring Freire’s vision of education to life. These approaches truly capture the dynamic, inclusive, and holistic experiences that Freire championed, highlighting education as a practice of freedom and empowerment (Dale & Hyslop-Margison, 2010). By integrating these educational strategies, I continue to reinforce a learning ecosystem that not only accommodates diverse needs, but one that stimulates curiosity, meaningful engagement, and critical thinking.
Dale, J., & Hyslop-Margison, E. J. (2010). Paulo Freire: Teaching for freedom and transformation: The philosophical influences on the work of Paulo Freire (Vol. 12). Springer Science & Business Media.
Klapper, R. G., & Fayolle, A. (2023). A transformational learning framework for sustainable entrepreneurship education: The power of Paulo Freire’s educational model. The International Journal of Management Education, 21(1), 100729. https://doi.org/10.1016/J.IJME.2022.100729
Merriam, S. & Bierema, L. (2014). Traditional learning theories, Adult learning: linking theory and practice. San Francisco, CA: Jossey-Bass., pp. 24–41
Misoczky, M. C. (2024). Paulo Freire and the praxis of liberation: Education, organization and ethics. Management Learning, 55(1). https://doi.org/10.1177/13505076231201734
Rusu, M. (2019). The Process of Self-Realization — From the Humanist Psychology Perspective. Psychology, 10(8), 1095–1115. https://doi.org/10.4236/PSYCH.2019.108071
Woo, Y., & Reeves, T. C. (2007). Meaningful interaction in web-based learning: A social constructivist interpretation. The Internet and Higher Education, 10(1), 15–25. https://doi.org/10.1016/J.IHEDUC.2006.10.005
