Learning Theories and Academic Research Articles

Theorist: Paulo Freire

Freire, P. (1998). Teachers as cultural workers : letters to those who dare teach (pp. 63–68). Westview Press.

Paulo Freire describes the importance of critical pedagogy in the classroom. Each chapter defines a specific aspect of critical pedagogy that teachers must take into consideration as they take on their roles as educators.

Moratilla, N. C. A. (2019). Revisiting Paulo: Critical Pedagogy and Testimonial Narratives as Liberative Spaces in the Philippines’ K-12 Curriculum. Journal for Critical Education Policy Studies (JCEPS), 17(2), 246–278.

The paper includes a survey of studies that foreground the use of testimonios, or testimonial narrative, in education and argues that the same strategy can be used in the Philippines’ new curriculum. The use of testimonios in literature and other disciplines may constitute an attempt at locating alternative knowledge and cultural modalities while surfacing the narratives of Philippine society’s marginalized sectors.

Cortez, F. G. F. (2016). Critical Rethinking of Critical Thinking: A Contribution of Critical Pedagogy in Facing the Challenges of K + 12. Kritike: An Online Journal of Philosophy, 10(1), 315–330

This paper argues that the tradition of critical pedagogy can deepen and sharpen our understanding of critical thinking as one of the manifest aims of the new Philippine educational system (K - 12 system). The paper explains that critical thinking cannot be restricted to a one-dimensional meaning of simply being a set of logical and cognitive skills. Inherent to critical thinking is its political and social dimension.