David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
Educational Philosophy and Theory 44 (9):942-958 (2012)
This article considers key differences and similarities between Freirean and Taoist ideals. I limit my focus to the Tao Te Ching (attributed to Lao Tzu), paying brief attention to the origins of this classic work of Chinese philosophy before concentrating on several themes of relevance to Freire's work. An essay by James Fraser (1997), who makes three references to the Tao Te Ching in his discussion of love and history in Freire's pedagogy, provides a helpful starting point for investigation. A summary of Fraser's account is followed by a more detailed discussion of the meaning of ‘action’ and ‘non-action’, the nature and role of knowing and knowledge, and the relations between ignorance, happiness and education for Freire and Lao Tzu. I conclude that while the differences between these two systems of thought are significant and must be acknowledged, reflection upon these differences has the potential to be educationally productive
|Keywords||Tao Te Ching Freire Taoism knowledge ethics West action East|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
References found in this work BETA
Paulo Freire (2008/1986). Pedagogy of the Oppressed. In David J. Flinders & Stephen J. Thornton (eds.), The Curriculum Studies Reader. Routledge.
Paulo Freire (1970). Pedagogy of the Oppressed. Bloomsbury Academic.
Citations of this work BETA
No citations found.
Similar books and articles
Peter Mayo (2004). Liberating Praxis: Paulo Freire's Legacy for Radical Education and Politics. Praeger Publishers.
Peter Roberts (2000). Education, Literacy, and Humanization: Exploring the Work of Paulo Freire. Bergin & Garvey.
Charles Bingham (2002). On Paulo Freire's Debt to Psychoanalysis: Authority on the Side of Freedom. Studies in Philosophy and Education 21 (6):447-464.
Jonathan R. Herman (2000). Lao-Tzu and the Tao-Te-Ching (Review). Philosophy East and West 50 (4):625-627.
Ellen M. Chen (2005). How Taoist Is Heidegger? International Philosophical Quarterly 45 (1):5-19.
Tyson Edward Lewis (2010). Paulo Freire's Last Laugh: Rethinking Critical Pedagogy's Funny Bone Through Jacques Rancière. Educational Philosophy and Theory 42 (5):635-648.
Eva Wong (ed.) (1999). The Pocket Tao Reader. Distributed in the U.S. By Random House.
Tyson Edward Lewis (2009). Education in the Realm of the Senses: Understanding Paulo Freire's Aesthetic Unconscious Through Jacques Rancière. Journal of Philosophy of Education 43 (2):285-299.
Damian J. Bebell & Shannon M. Fera (2000). Comparison and Analysis of Selected English Interpretations of the Tao Te Ching. Asian Philosophy 10 (2):133 – 147.
Ellen Marie Chen (1973). The Meaning of Ge in the Tao Te Ching: An Examination of the Concept of Nature in Chinese Taoism. Philosophy East and West 23 (4):457-470.
Peter Roberts (1999). A Dilemma for Critical Educators? Journal of Moral Education 28 (1):19-30.
Sarah Galloway (2012). Reconsidering Emancipatory Education: Staging a Conversation Between Paulo Freire and Jacques Rancière. Educational Theory 62 (2):163-184.
Added to index2011-11-03
Total downloads9 ( #159,507 of 1,102,738 )
Recent downloads (6 months)5 ( #61,837 of 1,102,738 )
How can I increase my downloads?