Shifting Consciousness

In the published conversation between Paulo Freire and Myles Horton, “We Make The Road By Walking”, the two educators talk about social change prompted by the critical and inclusive approach to education. Freire points out that if we do not go beyond conventional learning, we end up in a never-ending circle, “We have to go beyond the common sense of people, with the people. My quest is not to go alone, but with the people. Then having a certain scientific understanding of how the structures of society work, I can go beyond” (100). His point is to recognize that conventional learning is not enough to challenge minds and enlighten them to the world, but rather keep people stuck in a cycle that works in favor of the elites, similar to the cycle of going to school, getting a decent paying job, having a family, and so on. There is more substance to life that must be exposed through education. Freire and Horton also both agree that an educator must have their own political attitude towards societal issues without imposing their choices onto others. Neutrality, the stance taken when one does not want to publicly take a position on an issue, often times because they want to follow the crowd or avoid opposition. Freire explains that neutrality is in favor of the dominants because people overall end up hiding their preferences because of the oppressed and oppressor dynamic “instead of saying I am with the dominant, I say I am neutral” (104). Myles also acknowledges that “It’s the structures of society that we’ve got to change. We don’t change men’s hearts… If they’re in the system, they’re going to function like the system dictates they function” (103). His reasoning opened my mind to the structural changes needed to help the cultivation of minds because at the end of the day it’s the schools and teachers that shape the minds of tomorrow that will continue the cycle. In Gloria Hawkins’s dialogue between her and her writing voice, bell hooks, she discusses the influence and impact Freire’s work has had in her personal, professional, and social life. Hawkins talks about how Freire gave people language and made people think about the construction of an identity in resistance, “We cannot enter the struggle as objects in order later to become subjects” (45). Freire’s influence on Hawkins is one of empowerment and has her see herself as something more than just a daughter, a woman, or even just an African American. She also states that, “This experience positioned Freire in my mind and heart as a challenging teacher who furthered my own struggle against the colonizing process- the colonizing mindset” (45). She does acknowledge his views as one that is misogynistic, but does not let that overshadow what his writing and thinking have done in terms of shedding light to the possibilities that come with critical consciousness. James Baldwin’s “A Talk To Teachers” was written in 1963 and addresses the role education has in society, especially concerning social revolutions and reorganizations. He explains a paradox of education being “as one begins to become conscious one begins to examine the society in which he is being educated.” Education is meant to give a person the ability to judge, decide, and question the universe for themself to achieve their own identity.

There were many components that resonated with me in terms of the importance of cultivating critical consciousness. In “We Make The Road By Walking”, there are many paradoxes to education discussed that I connected with. Paulo asks, “Do the people have the right or not to know better what they already know” (97). In my previous ethics and international relations classes, I discussed thoroughly the concept of false consciousness, where people, involuntarily, live their lives without the understanding of what else is out there for them. For example, say there was a child living in a town with no playgrounds; they would never know what they were missing out on without seeing it or hearing about it. In a sense, how can people ask for more if they do not know that there is more to be had. Paulo also states that “Without freedom it’s difficult to understand freedom. On the other hand, we fight for freedom to the extent that we don’t have freedom, but in fighting for freedom we discover how freedom is beautiful and difficult to be created, but we have to believe that it’s possible” (220). Though they acknowledge that revolution doesn’t automatically change education, it opens up the possibility for change and most importantly, hope. In Baldwin’s piece, “A Talk To Teacher’s” he asserts that, “Man is a social animal. He cannot exist without society. A society in turn, depends on certain things which everyone within that society takes for granted. Now the crucial paradox which confronts us here is that the whole process of education occurs within a social framework and is designed to perpetuate the arms of society.” I have also discussed the reality of men being a social animal, concerning Aristotle’s work revolving communitarianism. I strongly believe that man is nothing without society and in turn must join together to help one’s neighbor to make the community better. He also uses the example of the Third Riech during World War II, to demonstrate how minds can be easily persuaded and shaped to think and act unjustly without question.

Myles also uses the example of planting seeds in a garden in explaining that “it’s essential that you start where people are… But if you don’t have some vision of what ought to be or what they can become, then you have no way of contributing anything to the process. Your theory determines what you want to do in terms of helping people grow” (99). I find that in my one day at Canal Alliance, that everyone has their own path and even if it is different than my own, it is important for me to start where these students are rather than just helping them as I would have. It is also discusses that disciplines cannot be isolated from social life, “Is it possible to discuss, to study the phenomenon of life without discussing exploitation, domination, freedom, democracy, and so on” (104). The reality of the situation is is that these children do face hard times and are living in a densely populated area, and most of them are supported with only $30,000 a year. I think it’s impossible to really connect with them if I do not acknowledge the political and social aspects that mandate their lives. Also the concept sharing is one thing, imposing is another, you have a responsibility to shed light on situations and share your ideas. I cannot impose, but share to help them create their own view and understanding on life.