Difficult To Be Loved: I Have Never Been An Integral Human

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Difficult to Be Loved: I Have Never Been an Integral Human Being?
Darder (2002) cited Freire’s (1993) one description from his Pedagogy of the City: “It is my entire body that socially knows. I cannot, in the name of exactness and rigor, negate my body, my emotions and my feelings” (p. 94-95). Although Freire has not yet had a complete theory that discussing the issue of separating students’ learning and their emotional expressions, his pedagogy certainly promotes the ideology that students should be treated like integral human beings (Darder, 2002). The conversation that treating students as integral human being, recalls one population I have been experiencing as a member, reflecting and studying all those years, as a teacher and
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Darder (2002) stated that it should be an action and a request of good care. It requires much passion and faith in education. The belief of love in teaching enhances teachers’ recognition that education is an emancipatory tool (Darder, 2002). Contemporary Chinese education, influenced by the Western education reform, there has been a paradox that the system itself and also many teachers have realized that they need to create an environment with love for students. In such an environment, there would be more internal motivations and individual autonomy, which may support Chinese students to maintain an active learning status. However, the purposes that Chinese system holds to gain more individual motivation and autonomy for students are different from what Darder and Freire have been looking for. Darder and Freire both propose to establish a revolutionary system where students and teachers can be benefited from both the individual and also the holistic liberations of education. Under such an education system, everyone should be treated as an integral human being.
On the contrary, the eventual goal of Chinese education is still social elitism within a top-down structure (Tan, 2012b; Deng & Zhao, 2014). In addition, modern Chinese culture has been restricted by two parallel mainstream philosophies: Confucianism and Communism. They both contribute to the mindset of considering education as the most important selection criterion in
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