Praxis should be given in the educational
Praxis is not given the credit itshould be given in the educational field. In my view, it is a misunderstoodconcept, and not particularly well researched by its potential users. Praxis isand really should be at the centre of our educational practices, and who weaspire to be, as educators.Freire believes that, “To be humanmeans to make and remake one’s self through making history and culture, tostruggle against the limiting conditions that prevent such creative action, andto dream into existence a world where every person has this opportunity andresponsibility.” Certainly, whether in the interestof practice or in the sphere of philosophy, we are motivated by various deficienciesthat occasionally pique our curiosity and our capacity for knowing. In RobertDavid Glass’ essay, “On Paulo Freire’s Philosophy of Praxis and the Foundationsof Liberation Education” he examined Freire’s theory on the relationshipbetween liberation and education. Freire gives an in-depth look at howeducation can lead to the liberation of the oppressed.
He further adds thateducation gives the power and freedom for a more humane lifestyle. Freire wasimpressed by (Marx & Engels, 1978, p. 145, “The philosophers have onlyinterpreted the world, in various ways; the point, however, is to change it.”This change comes from education as a practice, theoreticized Freire, and thiswas one of his forms of praxis. His theory was that the political leadersstructured its education to meet the interest of the rich and powerful, leavingthe less fortunate to be left behind, which in turn preserved the power of thepolitical dictators. “Reflection on action” is how Freiredescribes praxis. This system of critical thinking includes the integration ofreflection and action. It is an evolution of perceptive and physical actions,bearing in mind the effects of the action, examining the outcomes of the actionby reflecting upon it, modifying and reviewing ideas and intentions, planning aftermore reflection and implementing these actions and reflecting again; the cyclekeeps going.
From my point of view reflection appears to be a major player inpraxis. Reflection becomes the repeated cycle, which in the finale is gearedtowards a re-evaluation of theory and an improvement of the actions that growfrom the theory. Therefore, transformation for the mutual mastery can occur.
Theconception of praxis as a means for the progression of transformative learning,and for making a real change in the world is the closest to the theory ofpraxis that shaped change. Becoming reflective practitioners requires that we appreciateboth the theory that leads our practices, and the individual experiences that supportour development. Praxis is an instrument that may assist our reconsideration ofthe norms that make up our primary understandings of any problematiccircumstances.Freire posits that without praxis wemerely become a part of history and what it makes of us.
Freire’s goal was to highlight fourkey conceptions in the battle for social justice: literacy, or as Freire wouldsay, the way we “read the word and the world”, critical consciousness,the creation of liberation, and escalating economic production as people cometo understand their environments. He associates literacy, education,production, and social change; a synchronization arising from theinterrelationships of the four, but from Freire’s perspective, there is nofinal act of knowing if praxis was successfully. Praxis, therefore, begins withan abstract theory or an experience and assumable transforms into a purposefulaction.For Freire, praxis ischaracteristically human.
This he says is the difference between human beingsand animals; men can act creatively and critically, he further states that onlymen are praxis since the praxis which, as the reflection and action, actuallytransforms reality. Animals creativity however, is not praxis because it occurswithout reflection. Likewise, education caputures a magnanimous chunk inliberation as praxis; liberation cannot agree to take an automatic perceptionof consciousness as a vacant plot to be filled, but as forms of education to becomprehended. Education for some can be quite cumbersome; this being the idealsituation to give the opportunity to develop their power of praxis.
In the sameway, individuals’ existence in the world and their experiences in which theyfind themselves and education is thus constantly remade in praxis.Opportunitiesand challenges to praxis:Opportunities: Learning by reflecting upon action taken,constructive relationship between teacher (researcher) and pupils (practitioners)and participation by pupils in the praxis process.Challenges:Understanding Freire’s language usage, much focus on action and manyassumptions which would not be entirely proven in different parts of the world. The epistemology of praxis is ofparamount importance for teachers now especially with all the changes to thecurriculum. Freire’s theory on praxis emphasises reflection on thesignificances of the justification of civilization’s way of thinking andpractice. His theory explores rudimentary questions, about other areas in studyas well, which leads to the advancement and evolution of a society.
Science andtechnology is one of those critical areas from an argumentative vantage pointthat partake in innumerable praxes.