Academic performance, measuring
Aesthetics, ethics and
Afro-Brazilian religious syncretism
Agrarian reform
questions of
struggle for
Alternative schools
children in
criticism of
Anger, expression of
Anti-intellectualism
Anti-Racist Multicultural Education
Aronowitz, Stanley
Arrogance, classroom
Arroio, Miguel
Arts curricula, defending
Assumption
teaching preparation and
“At risk” reality study of
Authoritarianism
authority and
freedom and
overcoming
Authority
authoritarianism and
democratic
exercising
freedom and
genuine
teaching and
Autonomy
building up
pedagogy of
respect for
transition to
Banking theory
Being with
Bell Curve (Hernstein and Murray)
Blame, sense of
Brodkey, Linda scientific objectivity and
Cabral, Amílcar: class suicide and
Caring, openness to
Change
necessity of
possibility of
Chomsky, Noam
Commerce, freedom of
Common sense
critical epistemology and
evaluation and
Communication
comprehension and
ideological nature of
silence and
viable
Comprehension
Conditioning
recognition of
Conscientization
necessity of
Constantino, Renato: on miseducation
Coparticipation
Corporate foundations, control by
Critical capacity
Critical consciousness
Critical education
capacity for
risk of
Critical learning
conditions for
Critical reflection
stimulating
theoretical discourse and
Criticism
accepting
listening and
teaching and
Cultural identity
Curiosity
expression of
ingenuous
knowledge and
open-ended
questions and
spontaneous/rigorous
teaching and
See also Epistemological curiosity
Curriculum, knowledge and
Decision making
aware/conscientious
consequences of
stimulating
Deleuze, Jacques
Derrida, Jacques
Determinism
Development, profit and
Dialogue
openness to
Dignity
preconceptions of
respect for
struggle for
Discipline
addressing
undiscipline and
Discrimination
rejection of
Doing, reflecting on doing and
Domestication
Dominant ideology
education and
role of
Dualisms, overcoming
Education
as form of intervention
ideology and
genuine
liberatory
nature of
as political task
rhetoric about
training and
Educational formation, scientific
Educational practice
autonomy and
dialectical nature of
dominant classes and
ethical nature of
fundamentals of
humanization and
idealized
progressive
rigor/intellectual discipline and
struggle for
teaching/learning and
understanding
unfinishedness and
“Education and Liberation” (course)
“Education in the City” (Freire)
Educators. See Teachers
Empirical studies, problems with
Empiricism
positivism and
pseudoscientists and
Empowerment
Engels, Friedrich
Epistemological curiosity
denial of
developing
ingenious knowledge and
Erundina, Luíza
Ethics
aesthetics and
teaching and
transgression of
Evaluation
Nietzsche on
problems with
Existence
conditioned/determined
invention of
Exploitation
Fatalism
ideology of
rejection of
Flecha, Ramon
Foucault, Michel
Fowler, Roger: scientific objectivity and
Freedom
antiradicals and
authoritarianism and
authority and
children and
cultural
exercising
genuine/rebellious
limitless
limits on
pedagogy of
risk and
teaching and
Freire, Nita
Freire, Paulo
death of
frame of reference for
humanism of
influence of
progressives and
Fromm, Erich
Future
construction of
inexorable
openness of
Garcia, Olgair
Generalizations, dealing with
Generosity
classroom
denial of
Gestures, importance of
Giroux, Henry
Globalization
fatalism of
uncertainties of
Grassroots groups
challenging
ingenuous knowledge of
Great Refusal
Great Traditions
Haraway, Donna: scientific objectivity and
Harvard Educational Review, criticism of
Harvard Graduate School of Education (HGSE)
anti-intellectualism at
faculty discourse at
Freire and
research at
Havel, Vaclav
Hearing, listening and
Hernstein, Richard J.
HGSE. See Harvard Graduate School of Education
History
consciousness and
death of
ethical/political
Hook, Sidney
hooks, bell
Hope
absence of
joy and
radical nature of
sharing
unfinishedness and
Human Genome Project
Humanities curricula, defending
Humanization
denial of
greatness and
negotiation of
Human liberation, radical democracy and
Human nature, preoccupation with
Human solidarity, ethics of
Humility
cultivation of
denial of
Identity
cultural
respect for
Ideology education and
explicit/implicit
power of
resistance to
teaching practice and
Incompleteness. See Unfinishedness
Insignificant gestures, profound effect of
Intellectual vanguardism, influence of
Intervention
capacity for
education as
forms of
Jacob, Francόis: on learning
Joy
hope and
Knowing process
Knowledge
curiosity and
curriculum and
enthusiasm for
indispensability of
ingenuous
lived experience and
production of
transfer of
Kozol, Jonathan: on Mott Haven
Language and Literacy Program
Learning
capacity for
listening and
process of
programming for
teaching and
theoretical/critical reflection on
Leistyna, Pepi
Life–support structure
development of
Linguistic theory
Listening
criticism and
hearing and
learning and
silence and
speaking and
teaching and
Literacy circles
humanizing process and
political revolution and
Literacy Corps Tutor Training Program
“Literacy Politics and Policy, The” (course)
Literacy tutors, training
Louima, Abner: brutalization of
McLaren, Peter
Macedo, Donaldo
Marketplace
dictatorship of
ethics of
Marx, Karl
radicality and
Memmi, Albert: on liberal colonizers
Methodological rigor
teaching and
Mills, C. Wright
Mitchell, Grace
Monell, Dean
Mott Haven, described
Murray, Charles
Myers, Greg: scientific objectivity and
Neoliberalism
abhorrence for
antihumanist character of
fatalism of
Neutrality
communication and
New York City Board of Education, alternative schools and
Nietzsche, Friedrich: on evaluation
Non-governmental organizations (NGOs)
agrarian reform and
Objectivity
absolute
subjectivity and
subversion of
Olin Foundation, critical learning and
Openness
corrosion of
to dialogue
unfinishedness and
Oppression
struggle against
Peacemakers, teachers as
Pedagogy
compassionate teaching and
as universal
Pedagogy of Freedom (Freire)
utopianism of
writing of
Pedagogy of the Heart (Freire)
Pedagogy of the Oppressed (Freire)
misreadings of
Pinto, Danilson
convictions of
success of
Political presence
Political vanguardism, influence of
Positivism
empiricism and
Practice
activism and
critical thinking on
discourse and
evaluation of
theory and
See also Educational practice; Teaching practice
Professional competence
Pseudoscientists
criticism of
empiricism and
Questions
curiosity and
stimulating
Racism
opposing
Radical democracy, human liberation and
Reality
apprehending
changing
Research
critical/social issues and
teaching and
Resistance
cultural
Respect
capacity for
freedom and
importance of
struggle for
Responsibility
assuming
ethical
renouncing
Right thinking
difficulties of
human nature and
lived practice and
requirements of
right doing and
risk and
teachers and
unfinishedness and
Rigor
methodological
scientific
subversion of
Risk
consequences and
freedom and
Risk and Prevention Program
Sartre, Jean-Paul
Schudson, Michael
Science
critical definition of
denying
hard
Scientific formation
Security, grounding of
Self-assumption, teaching preparation and
Self-blame
Self-confidence
Self-criticism
Self-exploration, education and
Self-preservation
Seminar on Liberation Pedagogy
Silence, communication and
Social transformation
education and
Struggle
capacity for
foundation for
Students
autonomy of
commitment to
dignity of
evaluation of
freedom of
ingenuous curiosity of
knowledge of
listening and
material conditions of
respect for
security and
teachers and
worldview of
Suffering, self-blame for
Teachers
authoritarian
authority for
coordinating by
democratic-minded
dignity of
as facilitators
impact of
listening and
organization by
as purveyors of knowledge
respect for
responsibilities for
rights for
role of
struggles of
students and
as transmitters of received knowledge
working reality of
Teachers as Cultural Workers: Letters to Those Who Dare Teach
(Freire)
Teaching
authority and
capacity for
commitment for
correct thinking and
critical thinking on
curiosity and
democratic authority in
freedom and
human nature/art of
joy of
knowledge transfer and
learning and
listening and
methodological rigor of
programming for
research and
Teaching practice
coherence in
critical thinking on
elements of
evaluation of
ideology and
Teaching preparation
unfinishedness and
Technical efficiency
Technical training
acquiescence to
Technology
deifying
denying
Theory
critical reflection and
practice and
scapegoating of
verbalism and
Tolerance
Training, education and
Transformation
capacity for
education and
postponing
social
Transmission theory. See Banking theory
Unemployment, inevitability of
Unfinishedness
awareness of
hope and
openness and
right thinking and
Unions
agrarian reform and
education and
Universal human ethic
dictatorship and
promotion of
struggle for
terrorism and
transgression of
Verbalism, theory and
White supremacy
defense against
Word, reading of
Workers Party, Freire and
World, reading of
Worldview, resistance to/acceptance of