Category Archives: Praxis

Freireian Pedagogy, Praxis, and Possibilities

Posted on June 4, 2015 by Giorgio Bertini

Within Freire’s system of pedagogy, an individual’s ontological vocation is to be a subject who acts upon, and transforms, the world in order to become more fully human. This praxis, reflection and action, moves the individual towards ever new possibilities … Continue reading →

Posted in Critical pedagogy, Freire, Pedagogy, Popular education, Praxis | Tagged critical pedagogy, freire, pedagogy, popular education, praxis | Leave a comment

Cognition in practice: mind, mathematics, and culture in everyday life

Posted on March 11, 2014 by Giorgio Bertini

Most previous research on human cognition has focused on problem-solving and has confined its investigations to the laboratory. As a result, it has been difficult to account for complex mental processes and their place in culture and history. In this … Continue reading →

Posted in Activity theory, Cognition, Culture, Mathematics, Praxis, Situated | Tagged cognition, culture, mathematics, praxis, situated | Comments Off

An Inquiry in to the Ethical Nature of a Deleuzian Creative Educational Practice

Posted on January 15, 2012 by Giorgio Bertini

In introducing the work of Deleuze and Guattari Massumi says, “A concept is a brick. It can be used to build the courthouse of reason. Or it can be thrown through the window.” Therefore, in taking the Deleuzian view that … Continue reading →

Posted in Creative pedagogy, Deleuze, Education, Inquiry, Nomadic, Praxis | Tagged deleuze, education, nomadic, practice | Leave a comment

Bourdieu and the Methodological Practice of Educational Research

Posted on January 13, 2011 by Giorgio Bertini

Bourdieu‘s social theory offers a way of understanding some of the most important features of the field of educational research, while also providing educational researchers with a rich conceptual apparatus for their practice. This article addresses both of these methodological … Continue reading →

Posted in Bourdieu, Educational research, Methods, Praxis | Tagged Bourdieu, education, research | Leave a comment

Vygotskian collaborative project of social transformation – History, politics, and practice in knowledge construction

Posted on December 3, 2010 by Giorgio Bertini

Vygotsky’s theory has recently evolved as an innovative approach to many fundamental issues in psychology and education. Ironically, however, his legacy is mostly portrayed from the standpoint of outdated – cognitivist and individualist – views on science and history, including … Continue reading →