Education as a process of liberation

Abstract

The four chapters in this thesis show what an education for liberation signifies and in them we discuss how and why this type of education is possible. In Chapter 1 we see the significance of education and liberation separately and then how education can be a liberate process. Education for liberation must be dialogic in nature and implies a faith in man and all his abilities and be human.• In chapter 2 we chose Tanzania as an example where education is actually conceived of as a process for liberation and there is the effort in practice. Nyerere carried out a radical change in the education system, introduced the Ujamaa concept (Familyhood) and always kept 'in mind the reality of poverty in the country. In chapter 3 we analysed and criticised the educational system in Malta and compared it to Tanzania. We saw how for the educational system in Malta is really a process of liberation or not and Tanzania's attempt helped us to see Malta better. In chapter 4 we saw that the main aims in an education for liberation should be - critical conscious, education for values, education for service, two personalities; of education, education for choice. A teacher must have concern for the child as a whole person, be open and allow freedom in the class. Teacher training must specifically introduce the student to all this.