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Book/DRAFT.md

@@ -3585,58 +3585,96 @@ How are we to imagine what the better world looks like without criticizing those
 
 Many, both critics and followers alike, have documented the role Paulo Freire has played in nature and standard of education in the west, as well as attitudes as to what constitutes literacy and the role of the public education apparatus more broadly. Whether this includes the work of Isaac Gottesman with "The Critical Turn in Education", or work by James Lindsay showing the connection between Paulo Freire, the Marxification of Education, the development of Critical Pedagogy and its connection to programs and initiatives currently widespread in education, such as Culturally Relevant Teaching. Freire's work hasn't simply been referred to by educators and pedagogists, nor is it just that his philosophy and methodology have enjoyed widespread implementation in our schools and curricula, but that has work has evolved Marxist thought and revived a path of resentful collectivist revolution in the footsteps and honour of notoriously destructive collectivist leaders, like Mao and Lenin. It is an evolution in cult initiation and collectivist radicalization.
 
-Canada, my home country, played a striking role in the development of these frameworks, as Henry Giroux, who is half Canadian, collaborated with Joe Kincheloe, whose work on Critical Constructivism is the most fleshed out elaboration of Critical Theory in epistemology which serves as the technical foundation for Critical Pedagogy today. Kincheloe was the Research Chair for the Faculty of Education at McGill University, where the Paulo and Nita Freire International Project for Critical Pedagogy was founded. This served as a primary hub for program development, research, training and activism using the concepts of Critical Pedagogy and Critical Constructivism. This has had a profound effect on education in Canada, exacerbating the issues I already believe to be inherent in public education as a whole, and formally repurposing childrens' education towards social justice through collectivist cult initiation by acting out the Marxist metaphysic with an aim of achieving Critical Consciousness in all humans under the assumption that this will lead to perpetual progress towards a state of liberation. Of course, as we'll see, such a state is never to be achieved, which is somewhat similar to what's to be expected with the more traditional forms of Marxism.
+Canada, my home country, played a striking role in the development of these frameworks, as Henry Giroux, who is half Canadian, collaborated with Joe Kincheloe, whose work on Critical Constructivism is the most fleshed out elaboration of Critical Theory in epistemology which serves as the technical foundation for Critical Pedagogy today. Kincheloe was the Research Chair for the Faculty of Education at McGill University, where the *Paulo and Nita Freire International Project for Critical Pedagogy* was founded. This served as a primary hub for program development, research, training and activism using the concepts of Critical Pedagogy and Critical Constructivism. This has had a profound effect on education in Canada, exacerbating the issues I already believe to be inherent in public education as a whole, and formally repurposing childrens' education towards social justice through collectivist cult initiation by acting out the Marxist metaphysic with an aim of achieving Critical Consciousness in all humans under the assumption that this will lead to perpetual progress towards a state of liberation. Of course, as we'll see, such a state is never to be achieved, which is somewhat similar to what's to be expected with the more traditional forms of Marxism.
 
-We want to talk about Paulo because he does a few things which bring the logic of the cult, its implementation, its roots, and its ramifications into clear view. It's also his work which has been instantiated in our current society at the points where we are most vulnerable and (this is a restatement of the previous point), at the point at which it is most likely to have an effect. Lastly, it's also a domain of thought and philosophy which is most explicitly religious, both in terms of its own description as well as the underpinnings and influences which it references in its own work.
+Additionally, we want to talk about Paulo because he does a few things which bring the logic of the cult, its implementation, its roots, and its ramifications into clear view. It's also his work which has been instantiated in our current society at the points where we are most vulnerable and (this is a restatement of the previous point), at the point at which it is most likely to have an effect. Lastly, it's also a domain of thought and philosophy which is most explicitly religious, both in terms of its own description as well as the underpinnings and influences which it references in its own work. In this way, being well-versed in its concepts and some of its rhetoric is useful in helping others understand that Marxism and the historicist metaphysic intrinsic to collectivist thinking necessarily induces one into religiosity wherein even if there is no specific Deity external to man, man both as himself and as a component in the nature whose evolution he is directing is perceived as the Deity.
 
 ### 1. Logic
-It is a collectivist logic which supplants not only theory of knowledge but its production as formation of literacy, not simply in temrs of whether obscure subjects are taught, or whether competing or extended aspects of the subject are included that are usually not, but in terms of the entire practice of educating as a whole.
 
-The logic is that all knowledge production is a means of oppressing the proletarian class so that their value can be extracted by the dominant classes.
+It is a collectivist logic which supplants not only theory of knowledge but its production in the formation of literacy, not simply in terms of whether obscure subjects are taught, or whether competing or extended aspects of the subject normally excluded are made to be included, but in terms of the entire practice of educating as a whole.
 
-Another part of the logic is the rationale which supports the most concrete of its prescriptions. But such an explication will need to follow an numeration of its implementations. For now, a short (suggested) summary:
+One of its essential presumptions is that all knowledge production is a means of oppressing the proletarian class so that their value can be extracted by the dominant classes. This is analogous to any description of class consciousness in a hierarchical system of power and oppression.
+
+Before declaring and examining some of its most concrete prescriptions, and their corresponding rationales, we will need to summarize and enumerate its implementations with some brevity:
 - No individual agency
 - Ethically prescribed brainwashing
 
+> "Since it is always a process, knowing presumes a Dialectical situation. Not strictly an I think, but a We Think. It is not the I think that constitutes the We Think, but rather the We Think that makes it possible for Me to Think." - Paulo Freire (The Politics of Education)
+
 ### 2. Implementations
+
 #### a. Models and Concepts
-- Gnostic cycle
-- Freirean method
-  - Generative method
-    - Relies on Dialogical
-      - Standpoint requires class
-        - Class consciousness (Lukacs)
 
 ##### Generative method
+
 - Codification
+  - Collect information on the subject
+  - Construct a theme in an encoded form such that the theme becomes a cognizable object which stores everything necessary for a process of learning through focusing on the experience of the subject as they unpack the object. An example of the encoded form is an image or piece of media.
+    - The aspect of the subject's life has now been represented as a problem affecting themselves and the world
+- Decodification:
+  - Interpret the encoded object (thematic material):
+    - Unpack the experience of bearing witness to the object.
+    - It must be related to the learner. Since it is a thematic image of their experience and familiarity, it is easy to for them to feel intimately connected to it.
+    - It must be politicized. The description of the image places it in the context of the social environment and indicates the collective challenges everyone is facing together.
 - Problematization
-- Decodification
+  - This is simply the politicization of the object of study. That it has been described as a challenge, opportunity and course of action to move towards a better environment for all lays out the problems it represents, which indicates what should be felt about it and why. As this is generated from the mind and experience of the learner, the learner is now accountable to its representation and the prescriptions yielded from its study.
+
+##### Gnostic cycle
+
+Freire refers to his methods as the gnostic cycle which is essentially both a reframing of the same dialectic as used by Hegel and Marx, but from the locus of education, as well as a reflecting on the essence of notion of gnosticism in that the subject, as doer, perceiver and knower, has knowledge within to be used on transcending reality as a whole.
 
 #### b. Instantiations
 *Critical Constructivism*
-- Henri Giroux
+- Henry Giroux
 - Joe Kincheloe
 
 #### c. Instantiation in Education
 - Critical Pedagogy
 
 ### 3. Roots
-- Mao
-- Lukacs
-- Gnosticism
+
+#### Mao
+
+Freire specifically proclaims his system as sharing the same fundamentals as Mao's Cultural Revolution:
+> "The pedagogy of the oppressed, as a humanist and libertarian pedagogy, has two distinct stages. In the first, the oppressed unveil the world of oppression and through the praxis commit themselves to its transformation. In the second stage, in which the reality of oppression has already been transformed, this pedagogy ceases to belong to the oppressed and becomes a pedagogy of all people in the process of permanent liberation. In both stages, it is always through action in depth that the culture of domination is culturally confronted. 10"
+  "10. This appears to be the fundamental aspect of Mao’s Cultural Revolution." -  Paulo Freire (Pedagogy of the Oppressed)
+
+#### Lukács
+
+> "...class consciousness is identical with neither the psychological consciousness of individual members of the proletariat, nor with the (mass-psychological) consciousness of the proletariat as a whole; but it is, on the contrary, the sense, become conscious, of the historical role of the class" - Gyorg Lukács (Class Consciousness)
+
+One's ontology, as human, and as proletarian, is a law of nature. You can either intelligently aware of it and being conscious of the world which corresponds with that law of nature, or you can be unconsciously fated to the consequences of that reality. The illiterate need to become aware of this sense in order to be conscious of their nature and role in liberating humanity.
+
+#### Gnosticism
+
+Freire's method is commonly referred to as the Gnostic Cycle, which he is a practice with a "gnostic character", and is used in pursuit of having students learn the substance of contents whose essence he deems "gnostic". In fact, his having used this term repeatedly in "The Pedagogy of Freedom" has been effective in having his methods referred to as gnostic by educators and pedagogists ever since:
+
+> "Freire used a gnostic cycle to demonstrate how one would change, grow, and develop a curiosity that would in turn lead to another awakening or deeper understanding. Freire described a fluctuating cycle of change in which awareness comes in and out of focus, bouncing from magical to naïve to critical consciousness. The cycle of change is a development of critical consciousness that is ignited by epistemological curiosity (asking how and why you know what you know) and fueled by praxis (action and reflection)." - Wendy Lynn Freebersyser (A Narrative of a Teacher’s Awakening of Consciousness: Learning to Become an Effective Witness)
+
+That it is a means of attaining freedom through praxis from an oppressive construct described in Marxist terms mirrors the aesthetic of gnostic cults which seek to escape the false order of being and return to what they believe as there true divine state wherein they can exist without the illusory limitations that they were damned into being imprisoned by through the actions of an artisan, erroneously believed to be God.
 
 ### 4. Ramifications
+
 #### Education
+
 - Not literate in traditional terms
 - More difficulty attaining privacy
 - Abused and emotionally damaged
 - Morality sought through pathological behaviour
 
+
 ### 5. Current Instantiations
 - Critical Pedagogy
 - Inclusive component of sustainability
 
 #### 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.
+
+> "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.