Harvard Educational Review
  1. Summer 1970 Issue »

    The Adult Literacy Process as Cultural Action for Freedom

    Paulo Freire
    Dr. Freire writes from a Third World perspective, but with obvious implications for education in general. He rejects mechanistic conceptions of the adult literacy process, advocating instead a theory and practice based upon authentic dialogue between teachers and learners. Such dialogue, in Freire's approach, centers upon codified representations of the learners' existential situations and leads not only to their acquisition of literacy skills, but more importantly to their awareness of their right and capacity as human beings to transform reality. Becoming literate, then, means far more than learning to decode the written representation of a sound system. It is truly an act of knowing, through which a person is able to look critically at the culture which has shaped him, and to move toward reflection and positive action upon his world.

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    Summer 1970 Issue

    Abstracts

    The Adult Literacy Process as Cultural Action for Freedom
    Paulo Freire
    Illiteracy
    An Overview
    David Harman
    Illiteracy in America
    Position Papers: The Politics of Reading
    Neil Postman
    Illiteracy in the Ghetto
    Jane W. Torrey
    Properly Literate
    Wayne O'Neil
    Illiteracy in America
    A Symposium
    Jeanne Chall, David Harman, Ephraim Isaac, Dorothy Jones, Frank Laubach, Robert Laubach, Wayne O'Neil
    Illiteracy in America
    Further Comment: The Role of the Volunteer Teacher
    Frank C. Laubach, Robert S. Laubach
    Literacy through Democratization of Education
    Armando Martinez
    The Problem of Reading is Solved
    Caleb Gattegno
    Reading, Writing, and Phonology
    Carol Chomsky
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