Freire’s notion of humanisation
Freire introduces his concept of humanisation as an antithesis to dehumanisation. He describes dehumanisation as a distortion of human beings’ vocation of becoming more fully human (Freire, 1970). The fieldwork he carried out for his book took place in Northern Brazil where workers were owned by landowners and experienced punishing work lives. Accordingly, the pedagogy he describes (and the process of humanisation) is aimed at starting a revolution and the creation of new institutions. Dehumanisation is ‘not a given destiny but the result of an unjust order that engenders violence in the oppressors, which in turn dehumanises the oppresed’ (Freire, 1970, p. 44). A prominent tool of dehumanisation is the ‘banking concept of education’ that is marked by mechanical transference, machine-like memorisation, and reduction of students to ‘containers’ to be deposited by the teacher (Freire, 1970, 1998, 2005).(…)
The vocation of becoming more fully human necessarily repudiates the banking concept of education. A ‘problem-posing’ approach is proposed by Freire where students are no longer passive and manipulated learners. Instead, they are subjects who overcome authoritarianism, alienating intellectualism, and a false perception of reality (Freire, 1970). Problem posing education is carried out through dialogue where both the teacher and students are critical co-investigators (Freire, 1970).
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(To be more fully human: Freire and Confucius, Oxford Review of Education, vol. 44, nr. 3/2018, la pp. 370-1).