Conscientização: Learning through Praxis

The ongoing discussion of Freire’s work is insufficient without insight into one of his biggest ideas—conscientização. “The term conscientização refers to learning to perceive social, political, and economic contradictions, and to take action against the oppressive elements of reality” (Freire, 1970/2005, p. 19). This term is unique because it combines theory and practice in an ongoing process in how students read and respond to the world around them.

For a more in depth look at the theory of how one becomes critical, please visit the post on generative themes and decoding. After students learn to be critical thinkers, they must continue the process of conscientização by becoming critical doers. In Freire’s eyes, this action should be in an effort to disrupt the current state of domination which pervades our world. But how can we do this?

In Pedagogy of the Oppressed, Freire believes we can answer this question through praxis. Praxis is the process of putting theory into practice, but Freire adds one important element to this process: reflection. Freire argues that true reflection leads to action, and true action leads back to true reflection (Freire, 1970/1990, pp. 52-53). This mutualistic relationship of reflection and action grows with experience and allows for the development of authentic praxis.

This practice is necessary for student learning, but what about teachers? What does praxis look like for educators? In Freire’s book Teachers as Cultural Workers, he argues that consistency of word and dee is vital. He writes,

The worst thing … for the training of the learner is that in the face of the contradiction between words and deeds, the learner tends not to believe what the educator says. If the educator makes a statement, the learner waits for the next action to detect the next contradiction. And this destroys the image that educators construct of themselves and reveal to the learners. (Freire, 1990/2005 p. 98)

Here it is evident that the words and action of the teacher are always under scrutiny. In a sense, teachers are models to children for the consistency of praxis. Implicit in being a role model of praxis is trust. Establishing trust with students prompts true reflection, action, and dialogue.

Conscientização, therefore, is not meant just for students, but for all engaging in the educational process. Without the reflection, theory, and action of praxis, education becomes a cog in the machine. But Freire’s pedagogy attempts to liberate education from being a machine of systematic inequality in hope that education may yield fertile soil for students to learn and grow.

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