Date of Award

2018

Document Type

Thesis

Degree Name

Bachelors

Department

Humanities

First Advisor

Edidin, Aron

Area of Concentration

Philosophy

Abstract

My goal for this thesis is to make the case for a virtue-based approach to Paulo Freire’s problem-posing pedagogy that addresses injustice in both schools and society in general. By teaching certain virtues in the classroom, I contend we can create a more caring and cooperative space for learning and transformation. I use virtue ethics and epistemology to frame the ways I think people can embody the sort of transformation I am advocating for. In our society, dimensions of oppression produce different (and differently valued) perspectives due to the vast range of social positionalities, both in the classroom and beyond. A virtue-based approach to understanding pedagogy, ourselves, and our world can be an effective way to address these differences and injustices in the classroom, and to equip students to address them in the wider world. I offer an account of four emancipatory virtues: critical thinking, care, openness, and humility, which I believe can lead to a less oppressive society. I end my discussion by offering some in-class approaches to a virtue-based form of liberatory education.

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