Wednesday, January 21, 2009

1c Hum. 7 / classmates

1. Tell us their name and something about them.

a. Katherine Durant goes by Katy. She is a mother of 2, an 8 month and 8 year old. She lives 1.5 miles form SRJC and this is her 3rd Hum. class. Katy used Jan. 20th to educate her 8 year old daughter about the days events.
b. Miranda Ashe is taking the class because it is required and she has taken a Humanties class before and liked it so she took this class to learn more. She lives 18.3 miles from the SRJC and has both Myspace and Facebook pages. She uses a PC and voted for B. Obama.

2. Tell us 2 things from each person you learned regarding Paulo Freire.

a. Katy quoted Freire's book several times. "Freedom is acquired by conquest not a gift. It must be pursued constantly and responsibly." He also writes about “the essence of education as the practice of freedom.”
b. Miranda pointed out that Freire believed the following. He believed in liberation theology, which brings justice to the poor and oppressed. He also believed the public education system was corrupt and not useful. He worked to reform the system so it would work better.

3. Tell us how this information will relate to our study of humanities.

We are learning about each other with these questions and then comparing differences and similarities that we have in common with classmates. It is dailogue to learn about each other.
Education is very important in Humanties and this was key in the information provided. Freire linked education and the different struggles that goes with it. The idea of justice goes with one aspect of the definition of humanity, being kind to others. Freire also explores the idea that students are empty bank accounts that teachers deposit information into, Freire rejects this way of thinking and called it “dehumanization of teacher and student” instead people must be aware of their faults to want to strive to be more human. Freire felt the education system was broken and needed to be fixed. He practiced this in Brazil by educating the poor to read and write so they could be more involved in the political process.

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