Theory of Conscientization

 TFD
is rooted in the theory of conscientization attributed to the Brazilain Adult
Educator, Paulo Freire who worked with the poor people in the north Eastern
Brazil in the province called Recife. Most of his thinking arose from that
relationship with the poor. You will need to read Pedagogy of the Oppressed a small hut complex book that carries his
ideas.

Freire felt that
the poor were poor because they had no voice and had absorbed what he called
culture of silence. His critique of education divided education into Banking
Education and Problem posing Education. In the former, the teacher was the
subject of knowledge and the learner the object of knowledge. He saw the
teacher as an oppressor and the learner as the oppressed. 

Thus in a learning
situation, the teacher who is assumed to be all-knowing would fill knowledge
into the learner who is treated like an empty vessel. In problem posing
education, the role of a teacher and that of a learner are interchangeable
because the learning situation is guided by action and reflection in which
dialogue is central to the learning process. The interrelationship between
action and reflection is what Freire called the Praxis of Education and it is
this interaction which brings about Transformation. He says:

Functionally, oppression is
domesticating. To no longer be prey to its

force. one must emerge
by the means of praxis: reflection and action

upon the
world and transform it (P.36)

Transformation
passes through different levels. The first and lowest level is the transitive
level. At this level people are preoccupied with elementary needs, are characterised
by near absence of history, are immersed into one dimensional oppressive
present in which they ascribe suffering to themselves and to supernatural
forces (Elias and Merriam 1980). The second level is semi transitive or magical
consciousness. At this level, individuals are characterised by self-depreciation
because they have internalised negative values of the dominant culture, are
emotionally dependent because they are susceptible to manipulation by power
elites and populist interests. 

As they start experiencing reality as a problem,
the oppressed begin to apply pressure to the dominant groups in society. The
final and highest levet of consciousness is critical consciousness. This level
is attained through depth interpretation of problems, gain in confidence to
hold discussions, receptiveness and refusal to shirk responsibility. A person
who has reached this stage is able to scrutinize his or her own thought and see
causal and circumstantial correlations as well as denounce dehumanising structures.

Freire applied his
knowledge and skills in the field of literacy. He did not begin from writing
primers for the learners but began with identifying generative themes and
generative words. Both themes (topics) and words evoked strong emotional
reactions. Through discussion of such themes and words the level of
consciousness of the poor increased.

Theory is necessary because it can be used to explain things
or map out an activity. Without theory, one is bound to get lost. Theory alone
without action leads to nowhere. Freire’s ideas have had an influence on many
approaches to development that are variously called Participatory Research
(PR), Visualization in Participatory Programmes (VIPP), Education for
Transformation (EFT), Rapid Rural Appraisal or Participatory Learning
Approaches (PLA) and Transformative Learning. Some of these forms of learning
are extensions while others anti reactions to Freirian way of explaining and
doing things.