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Book/DRAFT.md

@@ -3669,43 +3669,66 @@ That it is a means of attaining freedom through praxis from an oppressive constr
 
 #### Critical Pedagogy
 
-The Ontario Ministry of Education, ONTED (an education resource put together by Ontario educators), the Ontario Teachers' Federation, the Elementary Teachers' Federation of Ontario, and other organizations related to public education in the province in which I reside all refer to Culturally Relevant and Responsive Pedagogy which cites Gloria Ladson-Billings, as well as other Critical Theorists, whose work cites Paulo Freire as well as his evangelists who were most responsible for bringing attention to his work and spreading his ideas across the discipline of education in North America, such as Henry Giroux. Critical Pedagogy is deeply embedded in public school curriculum, the beliefs of educators and administrators, and the manner in which education is conceived of and organized. It's not likely that we'll be able to come to a place where public education is not some form of cult initiation for Critical Consciousness based on identity formulated on Marxism and Critical Theory, but we can at least better understand the ideas, how they're implemented, and use that knowledge to make better decisions for ourselves, our friends and our loved ones. We can furthermore push back where necessary using well-reasoned arguments supported by citations which can be traced to the aforementioned organizations.
+The Ontario Ministry of Education, ONTED (an education resource put together by Ontario educators), the Ontario Teachers' Federation, the Elementary Teachers' Federation of Ontario, and other organizations related to public education in the province in which I reside all refer to Culturally Relevant and Responsive Pedagogy which cites Gloria Ladson-Billings, as well as other Critical Theorists, whose work cites Paulo Freire as well as his evangelists who were most responsible for bringing attention to his work and spreading his ideas across the discipline of education in North America, such as Henry Giroux. Critical Pedagogy is deeply embedded in public school curriculum, the beliefs of educators and administrators, and the manner in which education is conceived of and organized.
+
+It's not likely that we'll be able to come to a place where public education is not some form of cult initiation for Critical Consciousness based on identity formulated on Marxism and Critical Theory, but we can at least better understand the ideas, how they're implemented, and use that knowledge to make better decisions for ourselves, our friends and our loved ones. We can furthermore push back where necessary using well-reasoned arguments supported by citations which can be traced to the aforementioned organizations.
 
 > "Freire’s work on critical pedagogy, particularly his emphasis on 'conscientization' or critical consciousness, informs my understanding of how teachers can empower students to challenge oppressive structures. In culturally relevant pedagogy, we draw on Freire’s idea that education should be a dialogical process, where teachers and students co-create knowledge to address issues of race, culture, and power." - Gloria Ladson-Billings (Crossing Over to Canaan: The Journey of New Teachers in Diverse Classrooms)
 
 > "This book is about teaching practice, not about curriculum. Much of the purported reforms and the debate about our schools focuses on curriculum: What should we teach? Whose version of history should we offer? What priority should different subject matters be given? But it is the way we teach that profoundly affects the way that students perceive the content of that curriculum. My notions in this domain are strongly aligned with Giroux and Simon's thoughts on critical pedagogy" - Gloria Ladson-Billings (The Dreamkeepers)
 
-Appears to be used in all our schools and is present in the base level of administration, school objectives, code of conduct, etc. Obviously, in the pedagogy and curriculum, the counselling, the discipline policies, and so on. It's just the manner in which educational professionals become accredited, think about the work there, and navigate the institutions.
-- Education emphasizing power relations means that development and learning never occurs without the threat that the process harms the child, thus all activity must be an explicit act of addressing power relations.
+It's also worth noting that the title of Gloria Ladson-Billings' 2001 book, Crossing Over to Canaan, further demonstrates how Critical theorists, and especially those involved in Critical Pedagogy, see it as a religious undertaking. The duty of every educator, of the proletarians (or the "minoritized" or "racialized", within the framework she promotes) and of the oppressors, settlers, colonizers or otherwise bourgeois class members who are being compelled to partake in allyship and centering the oppressed such that their knowledge can be used to transform society, is to leave the structure of society and reality itself and, as Freire's concept of Easter would put it, allow previous identities to die as all move towards the perpetual rebirth of a new equitable world which can only be known as fulfilling the true requirements of humanity once there is no impetus towards criticism.
+
+That her work champions a declared purpose of developing critical consciousness in all students with the student being centered to become the source of knowledge shows that this is precisely both the task of Praxis as described by Marx, as well as that of Freire. These objectives, and their corresponding terminology, were adopted by the Ministry of Ontario more than a decade ago, and are easily found in all our schools, the base level of administration, school objectives, codes of conduct, pedagogy and curriculum, counselling, policies for discipline, and so on. It's just the manner, thanks to programs developed through many organizations, including ones like the Paulo and Nita Freire International Project for Critical Pedagogy, in which educational professionals become accredited, develop discipline, and end up thinking and working as they navigate our institutions.
 
-Critical Pedagogy went through a process of being more explicitly associated with critical theory, even though such things seem superfluous given that they already utilize the same fundamental assumptions about the nature of man given the reality of social relations.
+!TODO: need to tie the above into the following
+
+That education must be pursued by emphasizing power relations means that development and learning never occurs without the threat that the educative process harms the child unless applying Freirean dialectical methods to ensure all activity is explicitly utilized to address power relations.
 
 ### 6. Vulnerable
-- Focuses entirely on children, when a human hasn't developed their own faculties to evaluate whether there are assumptions being baked into the programs that they are engaged in. In fact, these concepts necessarily consider the rejection of their assumptions as equivalent to an expression of systemic oppression, and any form of reasoning to reject the assumptions as ideology or ideologically-driven.
+
+Critical Pedagogy, unlike the more broad Freirean practice of revolutionary whole-system learning, focuses entirely on children. As child humans, they've not yet developed faculties sufficient to detect assumptions baked into programs they're engaged in or evaluate their consequences. Furthermore, the necessity of liberation through developing political literacy through the critically conscious experience of the marginalized is the logical conclusion of accepting Marxist human ontology in the Freirean modality is to consider the rejection of its assumptions as equivalent to an individual's expression of systemic oppression. Put differently, any form of reasoning which rejects the assumptions necessarily used in Critical Pedagogy is interpreted as an artifact of oppressive ideology or ideologically-driven.
 
 ### 7. Effective
-It is indeed effective because its methods rest entirely in cultivating a sense of crisis in children. This predisposes the subject to experiencing greater angst and makes them less likely to feel in control of themselves. Their poor experience can easily be describe through a critical pedagogy lense as being evidence for the need for social transformation as a means of healing.
+
+It is indeed effective because its methods rest entirely in cultivating a sense of crisis in children. It's far too easy for a young human to experience angst when partaking in an activity intended to discover one's most sensitive points, and yet easier when there's a moralistic rationale encouraging one to view the world in the way which should produce such emotions. Not only that, but one is afforded some assurance that there is a collective focus provided specifically to be attentive to these types of reactions and realizations. In predisposing the subject to experience greater angst, a perpetual cycle can develop towards despair, as they are less likely to feel in control of themselves. Any poor experience can be describe, through a Critical pedagogical lense, as evidence for the need of social change. One must work towards realizing one's critical consciousness and amending the conditions to make healing possible.
 
 Creating conflict between generations is also useful in increasing degree of adaptation of a new way of seeing the world from an external source (exterior to the family).
 
 ### 8. Religion
-It is religious because it involves having faith in what cannot be known and then asserting with divine authority in requiring that the world view predicated on that faith is adhered to. It puts forward a declaration of liberation that will be made possible once the world is made holy. It puts forward a desire and promise for the role of man as world maker with the task of creating the world where all the demons of reality have been destroyed. What are these? The differences between us - the fact of there being any difference of note eventually becomes oppression for each of us as that separation and differentiation will play a fundamental part in one's having an undesirable perceptual frame of reality which is not universally experienced by all men or all of existence.
 
-Be it coveting and jealousy, or the fact of one's person specifically undergoing a trying or fatal experience. Once one is faced with the discomfort of human embodiment, there is little keeping one from noting and being reminded of the lonely isolation which comes from that embodiment.
+It is religious because it involves having faith in what cannot be known and then asserting with divine authority the requirement that this world view be adhered to lest thee be fallen. It puts forward a declaration of liberation that will be made possible once the world is made holy. It puts forward a desire and promise for the role of man as world maker with the task of creating the world where all the demons of reality have been destroyed.
+
+But what are these demons? The differences between us. The fact of there being any difference of note eventually becomes oppression for each of us as that separation and differentiation will play a fundamental part in one's having an undesirable perceptual frame of reality which is not universally experienced by all men or all of existence.
+
+Be it coveting and jealousy, or the fact of one's person specifically undergoing a trying or fatal experience. Once one is faced with the discomfort of human embodiment, there is little keeping one from noting and being reminded of the lonely isolation which comes along with it.
+
+While Freire puts it as a transcendence of oppression through a whole-world integration of creating through the literacy of the oppressed, this is ultimately the means of transcending physical limitation and separation, fulfilling the plight of Marxism through a means which is most-directly relevant to real human perception. It is the theologically-prescribed activity and to interpret this correctly requires a correspondingly intuited metaphysic, which is one which is mediated dialectically.
+
+### Freirean Syllogism
+
+Marxist: "Freirean buffoonery? There is nothing more refined than something which wishes and functions to perpetually refine itself. Its commitment to perpetual revolution guarantees that it will always adapt and respond to reality at teh most immediate opportunity and to the most measured degree. That some might not agree with that is the real standard for buffoonery, and yet still that applies to those who have not had the thought to consider it. The real challenge is in being honest enough to question whether you are really doing it."
+
+Realist: Certainly, it would seem that an intention for change would be more intelligent, more granular and thus less ham-fisted a way of going about one's interaction with a reality which is also a social reality. One where perception isn't simply limited to oneself.
+
+But, I would wager that it is precisely limiting it to yourself which is the fundamental pre-requisite to being nimble and responsive to the real. One can feign humility in proclaiming that one isn't to benefit from anything until all benefit from everything, but that is simultaneously the pronouncement of one's need for everyone else to satisfy one's precondition to be granted a true beginning. A new phase for your being which doesn't start until all has been prepared to your satisfaction. A preparation that involves every other soul having conformed to your expectation as service to the precondition of your action.
 
 ### Freirean Paradox
-All of the woke assertions for power are made on the basis of assuming reality cannot be described within the terms of the current conception of the world, as systems of oppression cause presentation of information and formality of knowledge to be composed in such a way as to prioritize the maintenance and reproduction of the current system, and all the while implying that there could be a better system if only we reorder it such as to make realization and cognition of the better system possible.
+
+Donaldo Macedo, who wrote the introduction to Freire's Pedagogy of the Oppressed, mentioned Freire's "courage to denounce in order to announce" when describing Paulo Freire as a forever-present force that keeps alive our understanding of history as possibility. This is because Macedo understands, or at least has a natural sense to grasp that Freire's methodology rests entirely upon negation. Like the Critical theorists and the Queer theorists, edification isn't sought, but expected as a consequence of negation. Select a target for destruction and the resultant system becomes what one has proclaimed.
+
+All of the woke assertions for power are made on the basis of assuming reality cannot be described within the terms of our world as currently conceived, as systems of oppression pollute the presentation of information and cause the formality of knowledge to be composed in such a way as to prioritize the maintenance and reproduction of the current system. The denying of the system, its knowledge, and the very notion of its literacy being legitimate implies there could be a better system. But first the current system must be continuously reordered to make cognition of the correct system even possible.
 
 Is the promise of the endpoint removed because the entire reality must be supplanted? If the source of oppression and domination is borne of all the capacity for oppression through domination, then we are left with only a few options:
-- Perpetual revolution as itself the designated endpoint
+- Perpetual revolution as itself being the designated endpoint
 - The destruction of the world and reality
 - The elimination of the capacity to dominate
 - There can be only one being or instance of perception
 
-The truth is that once you accept a collectivist ordering of world and society, the details begin to matter less and less. The most important thing is already behind us, and that's a clear decision about how we organize society, our values, our priorities, our body politic, and so forth. Then, the immediate presumption becomes the idea that individual capacities, such as that of a fair, happy and worthwhile life, occur because of the collective. This means that, regardless of whether the details make sense, one cannot question the legitimacy of the collective, such as whether it makes sense to have a declared endpoint, or whether our disharmony is apparent, or whether our prized and cherished collective is itself the endpoint, or simply an embrace of the worse aspects of human or animal tendency.
+The truth is that once you accept a collectivist ordering of world and society, the details begin to matter less and less. The most important thing is already behind us, and that's a clear decision about how we organize society, our values, our priorities, and our body politic. The immediate presumption becomes the idea that individual capacities, such as that of a fair, happy and worthwhile life, occur because of the collective. This means that, regardless of whether the details make sense, and in spite of, quite ironically, a philosophy which posits itself as a dialogical process of discovery through questioning, one is forbidden from posing questions. One cannot question the legitimacy of the collective, the coherence of the very notion that a collective is something intelligible or legitimate. One cannot question whether it makes sense to have a declared endpoint, or whether our disharmony is apparent. One cannot question whether our prized and cherished collective is itself the endpoint, or simply an embrace of the worse aspects of human or animal tendency.
+!NOTE: a bit messy above.
 
-## Universalism and Transformationalism (meant to be related to Universities?)
-That might not be the right title for it, but this can be expressed through other terms that are placed in all sorts of dialectical conflict, and are after made to seem as though the approach to the other through the transcending of them and their conflict, is the correct type of normal thinking which aligns with secular humanism and intelligent thinking.
+## Universalism and Transformationalism (rethink title)
 
 Universalism is in consideration of how things can be applied and considered for every human being (such as the presumption of their having a perceptual frame, equal opportunity, the capacity to use logic and reason, and the sovereignty of their personhood).