1. John Dewey

John Dewey emphasize the role of education to transform the world into a more humane, just, and egalitarian society. His writings on democracy and education express his philosophy of education as a way of social reform. He saw education as a means of serving the democratic process through making corrections in the economic evils and by obtaining political ends that would lead to progression of a society. Hence, education for Dewey is the culmination of his political ideas. The shaping of a society in which the common goods, among which are the knowledge and social intelligence, are distributed fairly among all who participate in that society.

Establishment of progressive schools in the 18th century was an effort to liberate traditional schools’ system of education, and mainly to facilitate the intellectual growth of a child. However, Dewey was critical about these progressive schools on the premise that freedom alone was no solution; learning needs, a structure and order must be based on a clear theory of experience, not simply the whim of teachers or students. On the other hand, Rousseau, and later Pestalozzi, Froebel and other educational theorists believed that a child was like a seed and if they were left to nourish and nurture naturally, they would naturally bear flowers and fruits.

In Democracy and Education (1916), Dewey clearly states that the methodology of teaching leads to the purpose of teaching. As teaching and learning is pedagogical; therefore, the subject matter should be planned in effective ways. He clearly states, “The subject matter of the learner is not identical with the formulated, the crystallized, and systematized subject matter of the adult”. The subject matter alone is not a guarantee of learning and development; rather, the teacher should plan and connect the subject matter to the students, keeping in consideration the needs, desires, interests, and cognitive development of the students, as he shows in ‘How We Think’. Dewey’s main concern was a disparity between the experiences of child and the kind of concepts imposed upon him. He believed that this gap curbs a child’s natural experiences and abilities, forcing him to follow the dictates of a formal education. Dewey is equally critical of the progressive education which imposes concepts, such as the right of free expression or free activity as these tenets of education also impose ideas upon a child. Dewey was deeply inspired by the vision of a liberal free society and realized the pressing need of freedom and equality, emancipation from social bounds to liberate individual and society from the structures of power.

2. Paulo Freire

Paulo Freire (1921 – 1997), the most influential thinker of education in the late twentieth century, particularly with informal educators with his emphasis on dialogue, his concern for the oppressed, and educational programs for adult education and literacy. Paulo Freire’s invigorating critique of the dominant banking model of education leads to his democratic proposals of problem-posing education where “men and women develop their power to perceive critically the way they exist in the world with which and in which they find themselves; they come to see the world not as a static reality but as a reality in the process of transformation. Banking in education is a metaphor used by him to comment on existing education that suggests students are considered empty bank accounts that should remain open to deposits made by the teacher. The knowledge is not a static entity and education is not a function of conveying ‘facts.’ Problems of poor society can be overcome by progressive education and practices, based on dialogue, dialogical cultural action and praxis.

Problem-posing Education: Against the traditional banking model of education, Freire proposed an alternative method called ‘the problem posing’ method. This method will enable the learners to critically, creatively and constructively analyze and reflect to their present situation and equip them to transform their reality or situation. In this method, the educator constantly reforms his reflection in the reflection of the students. The students are no longer passive listeners but are now critical co-investigators in dialogue with the teachers. While in the banking model of education learners are objects but, in the problem, posing education learners think critically. Thus, the problem posing education enables the learners to see the world as ‘a reality in process’ in the process of being transformed rather than as a static reality.

Dialogue/Participatory Education: Dialogue is Pauolo Freire’s response to what he calls the culture of silence. The culture of Silence is imposed by the oppressive political and socio-economic conditions. Dialogue helps to reflect on this reality and transform it. In this process of dialogue, the learners become active participants. They reflect and analyze their reality and express themselves without fear. For Paulo Freire, Dialogue is the best method of teaching and learning. And this Dialogue cannot exist without Love (love for humanity and the world), humility, faith (faith in ability to create and transform) and hope (hope that transformation would happen).

Conscientization: The English word ‘Conscientization’ is the transliteration of the Spanish word ‘conscientizacao’, which means – to do with awareness, concerned with action and which has to do with an act of dedication. ‘Conscientization’ is being defined as the process in which a person achieves a deepening awareness, both of the socio-cultural reality that shapes their lives and their capacity to transform that reality. It can also be understood as learning to perceive social, political and economic contradictions and learning to take action against the oppressive elements of reality.

Praxis: Paul Freire proposes a praxis approach to education to bring Social change. He argued that only ‘praxis’ – reflection and action would bring in social transformation. He feels that there is a gap between theory and practice in the traditional educational approach. For education to bring about liberation/ change/ freedom, ‘Praxis’ is necessary. Reflection and action must go together.

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