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⭐️ Les! ⭐️
⭐️ 24, they/them, US (help)
⭐️ I'm a historian and musicologist (music is definitely by biggest passion hence all the playlists I post.... if you want I'll show you my playlist spreadsheet) - I work in museums and archives and it definitely influences how I approach all of my hobby interests
⭐️ I like jjk, Dorohedoro, the batfam (the robins specifically), dc comics, GoT (but mainly critiquing GoT...), and a bunch bunch bunch of other things.
⭐️My blog is 18+! MDNI!
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…such an understanding clarifies how Freire's conception of liberatory pedagogy also requires a grasp of his epistemological underpinnings. Examples from the collection, Rethinking Freire served to illustrate how a lack of a grasp of these underpinnings leads to misunderstandings, misapplications, and misappropriations of Freire's work (and hence, lead to mistaken critiques as well).
Dr. Wayne Au Epistemology of the Oppressed: The Dialectics of Paulo Freire's Theory of Knowledge
…such an understanding clarifies how Freire's conception of liberatory pedagogy also requires a grasp of his epistemological underpinnings. Examples from the collection, Rethinking Freire served to illustrate how a lack of a grasp of these underpinnings leads to misunderstandings, misapplications, and misappropriations of Freire's work (and hence, lead to mistaken critiques as well).
Dr. Wayne Au "Epistemology of the Oppressed: The Dialectics of Paulo Freire's Theory of Knowledge" Journal for Critical Education Policy Studies Volume 5, Number 2 (190)
Wayne Au.
Study of Lenin and Vygotsky’s theoretical explorations of social and individual development reveals Vygotsky’s conception of conscious awareness and scientific concepts as directly correlated with Lenin’s conception of consciousness. Following from this core idea, similarities are demonstrated between Lenin’s conception of the role of political leadership in the development of working-class consciousness and the role of Vygotsky’s teacher or “more capable peer” in the development of “conscious awareness.” Finally, Vygotsky’s methodological leap in his conception of individual development is best understood when situated within Lenin’s concept of social development. Vygotsky is thus re-established as operating within the Marxist–Leninist political and philosophical tradition.
