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I'm taking a break from prepositions—at least from writing about them—to talk about MOOCMOOC and critical pedagogy. MOOCMOOC assigned reading for this week included Chapter 2 of Paulo Freire's Pedagogy of the Oppressed (1993). It's been many years since I read Freire, and it's pleasant to see how my latest readings are re-informing my understanding of him now. The most surprising idea to emerge from this week's reading was his reliance on movement and flow in his critique of the traditional banking model of education. He doesn't actually discuss flow as such—the term doesn't appear in the translation of Chapter 2 that I read—but I see the concept informing much of what he does discuss.
For instance, early in Chapter 2 he talks about inquiry as a practice necessary for humanity: "For apart from inquiry, apart from the praxis, individuals cannot be truly human. Knowledge emerges only through invention and re-invention, through the restless, impatient continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other" (1). His words imply movement: knowledge emerges … restless, impatient continuing … human beings pursue. Inquiry is not passive, cannot be passive, but is active, moving, flowing. It reminds me of Deleuze and Guattari's flows of desire that drive all human activity—and I would say desire drives all natural activity.
Via Miloš Bajčetić
