Kincheloe on Critical Pedagogy

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Kincheloe states that. “The analysis of teacher thinking is the study of cultural context, of power relations- in other words politics” (1). Kincheloe’s goal in this reading is to characterize teacher thinking by examining social and historical forces that have shaped teaching, and to understand who benefits and who is punished when it is defined in specific ways. Kincheloe also discussed in the reading that the separation of mind and matter has profound and unfortunate consequences. This view led to a conception of the world as a divided system into two distinct realms: an internal world of sensation and an objective world composed of natural phenomena. The internal world of mind and the physical world were separate and could never be shown to be a form of the other. This kind of thinking is absurd to me because we all abide in this world and because we do, we have a connection to this world. Our inner self and the things around us connect, which impacts how we think. A modern view of knowledge arose and affected Western life and education was not an exception. School of the post-Enlightment era emphasized the learning of that which had already been defined as knowledge, but did not emphasize the production of knowledge (Kincheloe, 3). This is dangerous because students are only rewarded for short-term retention and knowledge is acquired in a linear skill. The linear practice of teaching gears the away from the child’s point of view and his or her construction

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