| Introduction to the Anniversary Edition
Donald Macedo | |
| Foreword
Richard Shaull | |
| Preface | |
Chapter 1 | The justification for a pedagogy of the oppressed | |
| The contradiction between the oppressors and the oppressed, and how it is overcome | |
| Oppression and the oppressors | |
| Oppression and the oppressed | |
| Liberation: not a gift, not a self-achievement, but a mutual process | |
Chapter 2 | The "banking" concept of education as an instrument of oppressionâ€"its presuppositionsâ€"a critique | |
| The problem-posing concept of education as an instrument for liberationâ€"its presuppositions | |
| The "banking" concept and the teacher-student contradiction | |
| The problem-posting concept and the supersedence of the teacher-student contradiction | |
| Education: a mutual process, world-mediated | |
| People as uncompleted beings, conscious of their incompletion, and their attempt to be more fully human | |
Chapter 3 | Dialogicsâ€"the essence of education as the practice of freedom | |
| Dialogics and dialogue | |
| Dialogue and the search for program content | |
| The human-world relationship, "generative themes," and the program content of education as the practice of freedom | |
| The investigation of "generative themes" and its methodology | |
| The awakening of critical consciousness through investigation of "generative themes" | |
| The various stages of the investigation | |
Chapter 4 | Antidialogics and dialogics as matrices of opposing theories of cultural action: the former as an instrument of oppression and the latter as an instrument of liberation | |
| The theory of antidialogical action and its characteristics: conquest, divide and rule, manipulation, and cultural invasion | |
| The theory of dialogical action and its characteristics: cooperation, unity, organization, and cultural synthesis | |