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Essay / Research Paper Abstract
A 5 page summary and critique of the 1990 collaboration by two esteemed educators and social scientists. No additional sources are used.
Page Count:
5 pages (~225 words per page)
File: TG15_TGbywalk.rtf
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Unformatted sample text from the term paper:
were armed not simply with knowledge on the basic educational fundamentals. They were innovative visionaries who forever transformed the process of learning and dedicated activists who changed societys concept
of education. In 1932, Myles Horton founded Tennessees famous Highlander Folk School, and Paulo Freire pioneered the "Freire Method" to combat adult illiteracy by teaching reality-based concepts with which
adults can easily relate and practically apply to their own daily lives. Horton and Freires compelling 1990 collaboration, We Make the Road by Walking: Conversations on Education and Social
Change, specifically targeted the issue of adult illiteracy. It is a series of running dialogues among the educators, the last of which took place shortly before Hortons death from
brain cancer in January of 1990. More importantly, the conversations also engage the readers without becoming "preachy," enabling them to draw their own conclusions on the topics being addressed.
The book begins with the editors introduction, which offer those who are unfamiliar with the contributions of Myles Horton and Paulo Freire to the field of education some informative biographical
information as well as details their respective (and quite similar) individual philosophies. The conversations are then subdivided into six chapters, beginning with an introduction by the authors themselves, who
outline their motivations for composing the text. They take turns describing the books themes, as well as offering their opinions on the instructional benefits of a "speaking" book.
The stage is set for a virtual lesson in adult illiteracy by two of the greatest teachers in the history of education. Chapter Two is entitled "Formative Years,"
and is where Horton and Freire share the early experiences that shaped their own educational growth. This is where Horton shares is vision of what he refers to as
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