This interview with Freire ranges over the topics of the culture of silence, conscientization, and class struggle, which form part of his pedagogy of the oppressed. (SK)

This paper locates Paulo Freire within the prophetic tradition of the Christian Church and seeks to examine the basis of his thinking from this perspective. The paper includes four parts: (1) the social context of Freire's work; (2) development and modernization; (3) the place of education; and (4) a concluding discussion. (JOW)

Defines participatory research, describes its origins, and outlines the major issues, including the question of the researcher's role, the question of power, and the contribution to social movements. (SK)

Examines the motivating forces and characteristics of participatory research, presents a brief outline of social theory, and discusses the issue of knowledge as the single most important basis of power and control. (SK)

Focuses on the fundamental issues of criticism of participatory research: responses to the critique of traditional research; conceptual clarifications; the role of values; uses and misuses; and questions of class relationships. (SK)

Examines trends in participatory research and the need for clarification of it as a process of "disindoctrination" to the status quo and a means of bringing about the structural transformation of society. Issues of popular organization and strategies for increasing viability are discussed. (SK)

The content of environmental education is influenced by the need to reconcile development with environmental protection and to accommodate scientific exploration. The role of adult education may be to enable others to call for action and to make decisions. (SK)

A holistic approach to peace education in the Philippines encourages citizens to understand the causes of conflicts and violence and to engage in social action to transform society. Pedagogical themes identified include peace-oriented values, critical consciousness and dialogue, reflection and conscientization, and active nonviolence and…

Popular adult education differs from other educational practices in its goals: bringing about structural changes in society, empowering individuals, developing critical consciousness, improving capacity to transform reality, and strengthening class organization. (SK)

Describes the community-based research project of the Regional Land Ownership Task Force in West Virginia: training of citizen researchers, dissemination of findings, community education, and strategy for radical social change. (SK)

Suggests the need for more emphasis upon popular participation as a means of rural development. Proposes alliances between governments and people's organizations to cooperate in research, education and training, and mobilization. Describes contributions of international organizations toward this goal. (SK)

People's Education is a mobilizing force aimed at involving increasing numbers in the struggle for the transference of power to the majority of South Africans. It is also part of a political strategy to contribute to the overthrow of the apartheid regime. (JOW)

The Nuclear Disarmament Project involving Catholic churches and schools in San Francisco used Freirean codifications, with photographs as codes, to develop discussions on the moral issues of nuclear arms. Group discussions led to concrete action in the cause of peace and social justice. (SK)

Principles of the International Labour Organization Workers' Education Program and the role of university-centered labor education are outlined, involving collaboration between trade unions and universities in providing courses to promote the collective advancement of labor. (MF)

As adult educators, we need to be aware that we are representatives of the fact that there are individuals with the knowledge and skills to accelerate authentic development. Our contribution can be through an educational process which will prepare for social action. Such action, assisted by adult education, has taken place successfully in the…