Date of Publication
6-15-2024
Document Type
Dissertation
Degree Name
Doctor of Philosophy in Philosophy (Ladderized)
Subject Categories
Education | Philosophy
College
College of Liberal Arts
Department/Unit
Philosophy
Thesis Advisor
Mark Anthony L. Dacela
Defense Panel Chair
Maxell Lowell C. Aranilla
Defense Panel Member
Napoleon M. Mabaquiao, Jr.
Harold John Culala
Lorenz Moises J. Festin
Abstract/Summary
There is a great divide between teacher-centeredness and learner-centeredness in the teaching- learning process. The debate on “centeredness” in education seems to be an endless pendulum- like movement. Both ends are rooted on philosophical foundations and their merits/demerits have been subjects of scholarly studies. Based on the literature, there is a growing acceptance and tendencies towards the learner-centered model. There is no single model, however, in the learner- centered paradigm. The learner-centered group is composed of different models. Each model is governed by philosophical presuppositions, pedagogies, policies, and practices. Among these models are varied learner-centered systems adopted and practiced in many educational settings. Analyzing these models, however, from domains and standards central to learner-centered education, there are identifiable weaknesses and issues.
This dissertation proposes Freire’s conscientização as a better alternative to the existing learner- centered models currently practiced in many educational settings. Conscientização is an educational-epistemological theory that is learner-centered and transformation-oriented. It is rooted on transformational teaching and transformational learning that takes into account the centrality of learners in the learning process. More importantly, it is a learner-centered teaching- learning method that links education to personal transformation as well as the capacity of the learner to be an active collaborator in the process of social transformation.
Abstract Format
html
Language
English
Format
Electronic
Keywords
Paulo Freire, 1921-1997; Transformative learning; Student-centered learning
Recommended Citation
Egargo, F. N. (2024). Paulo Freire’s conscientização: A learner-centered and transformation-oriented teaching-learning theory. Retrieved from https://animorepository.dlsu.edu.ph/etdd_philo/17
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Embargo Period
8-1-2027
