[Marxism] good essay on education

mckenna193 at aol.com mckenna193 at aol.com
Sun Jul 10 14:28:45 MDT 2011

Your notion of "research" borders on positivism.

If you've read Freire you'll find he is akin to Marx in his dialectical notion of research, as in the third thesis on Feuerbach.

Specifically with his definition of the gnosiological cycle of learning. See pps. 7-8 from his "A Pedagogy of Liberation (1987).

There are legions of critical pedagogues doing empirical research. Maybe if you checked another search engine besides Google?



-----Original Message-----
From: Manuel Barrera <mtomas3 at hotmail.com>
To: Brian <mckenna193 at aol.com>
Sent: Sun, Jul 10, 2011 3:46 pm
Subject: Re: [Marxism] good essay on education

ule #1: YOU MUST clip all extraneous text when replying to a message.

avid P A queried: "I've been googling around this topic a bit, and all I can 
ind is abstract nonsense. (Not saying that's all there is, but that's all I can
find.) Is there any canonical statement of what critical pedagogy is about, 
hat are its empirical claims, on what grounds are they based,
hat are the differential outcomes when applied as opposed to other pedagogical 
heories, etc?"
ou've hit the issue on the mark, David. The closest you will come to any 
mpirical evidence for critical pedagogy is the anecdotal evidence of Pablo 
reire "Pedagogy of the Oppressed". Most of all the rest of the work on critical 
edagogy is logic and philosophy--all good--but very short on empirical 
vidence. Not to try to create a "magnum opus" on education, suffice to say that 
uch of the work on critical thinking can be attributed not to the demagogues of 
ritical pedagogy, but to decidedly non-marxist educational researchers. This 
oint is not to say that Marxists do not engage in empirical research (I/we do), 
t just does not come from the "sons and daughters" of P. Freire (of which most 
f not all the ilk of authors discussed here so far consider themselves 
isciples). Freire, at least, can be respected because regardless of his 
eadering style in describing his work, he actually did teach peasants to read 
nd to use their literacy to challenge their oppression. It is
 not really possible to say the same of his "descendants", except if you count 
he mounds of verbiage, tenured positions, and significant speaking fees (not to 
ention laudatory comments on a list mesmerized by their "discourse"). Creating 
  philosophy of critical pedagogy is, relatively speaking, much easier than it 
s to construct (sic) and requires taking the kernels of truth from people like 
reire and patiently creating programs of research, sometimes distantly far from 
he "philosophy". As you well have pointed out, most if not all examples of 
ountries that extricated themselves from capitalism have used what you call 
traditional" methods, but what I would describe as much more empirical and 
ehavioral ones. There is much to report on this much more valuable work, most 
f which is dismissed by the imperialist educational establishments as coercive 
communism" and by the enlightened "critical pedagogists" as anti-thetical to a 
onstructivist methodology (sic, again).
 And, much of the "western" educational research on pedagogy and learning is 
rimarily destined for the eyes and ears of the children of the ruling classes, 
ven when some of it deigns to include children of the oppressed (another thread 
nd story all to itself).
Enough, though. I wouldn't want add more "drek" to this discussion.
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