영문목차
Publisher's Foreword 9
Foreword 11
Preface 17
Ch. 1 The justification for a pedagogy of the oppressed; the
contradiction between the oppressors and the oppressed, and how it is overcome;
oppression and the oppressors; oppression and the oppressed; liberation: not a
gift, not a self-achievement, but a mutual process. 25
Ch. 2 The "banking" concept of education as an instrument of
oppression - its presuppositions - a critique; the problem-posing concept of
education as an instrument for liberation - its presuppositions; the "banking"
concept and the teacher-student contradiction; the problem-posing concept and
the supersedence of the teacher-student contradiction; education: a mutual
process, world-mediated; people as uncompleted beings, conscious of their
incompletion, and their attempt to be more fully human. 52
Ch. 3 Dialogics - the essence of education as the practice of
freedom; dialogics and dialogue; dialogue and the search for program content;
the human-world relationship, "generative themes," and the program content of
education as the practice of freedom; the investigation of "generative themes"
and its methodology; the awakening of critical consciousness through the
investigation of "generative themes"; the various stages of the investigation. 68
Ch. 4 Antidialogics and dialogics as matrices of opposing
theories of cultural action: the former as an instrument of oppression and the
latter as an instrument of liberation; the theory of antidialogical action and
its characteristics: conquest, divide and rule, manipulation, and cultural
invasion; the theory of dialogical action and its characteristics: cooperation,
unity, organization, and cultural synthesis. 106