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@@ -3565,14 +3565,28 @@ How are we to imagine what the better world looks like without criticizing those
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## Concluding Overview
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- Paulo Freire
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-- Paradox of not imagining the ended
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+- Paradox of not imagining the end
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- Universities and "transformalism"
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- World planning
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- SDGs
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- The real way forward
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## Paulo Freire
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+> "Freire’s Pedagogy of the Oppressed, which was published in 1970, did not launch the critical turn; rather, I contend, Freire’s work was revisited in the mid-1980s because of it. Additionally, I argue that critical scholars should read Freire’s work with particular attention to his claim, and his core contribution to Marxist political theory, that the process of education must be at the center of radical movement building." - Isaac Gottesman (The Critical Turn in Education)
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+> "Today, Paulo Freire is invoked, discussed, and cited in a wide range of educational scholarship, from literacy education to school reform. Pedagogy of the Oppressed is a mainstay in education courses across the country. While John Dewey is likely the most recognized scholar in the field, Paulo Freire is probably not far behind. For radical education scholars in particular, Freire is the touchstone voice—scholarship espousing social justice is almost always in conversation with his critical educational approach." - Isaac Gottesman (The Critical Turn in Education)
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+> "I argue that critical pedagogy emerged as a specific post-Marxist project in the work of Henry Giroux in the late 1970s and 1980s." - Isaac Gottesman (The Critical Turn in Education)
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+> "Freire’s Pedagogy of the Oppressed offered a new language for educators, one that insisted on viewing teachers as intellectuals who could link knowledge to power and learning to social change. His work revolutionized how we understand the role of educators in fostering critical consciousness and agency among students." - Henry Giroux (Cultural Studies and the Politics of Public Pedagogy, 2004)
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### Why
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+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.
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+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.
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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.
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### 1. Logic
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