The thesis provides a model for freedom in learning by developing a person-centred approach to education consolidated within a more sociological account of power relations in contemporary Higher Education. The growth and decline of humanistic and person-centred approaches in the face of a globalising and marketized education system are described. A more substantial sociological theory of power and the institutions of power is developed by making connections between the work of Carl Rogers, Martin Heidegger and Paolo Freire. Heidegger's critique of technology is used to reveal deeper structures behind contemporary educational processes which show that education has been increasingly occupied by a technological enframing, by way of assessment and the culture of efficiency, eclipsing models of education which prioritise the person in the process. Rogers’ focus on the person and his individualistic notions of ‘power’ and ‘power over’ are contrasted to Freire’s focus on the community and his Marxian awareness of and resistance to oppressive hierarchy. The theoretical framing for humanistic and empowering learning is supported by virtual, institutional and alternative educational initiatives and a call for a robust and sustainable model of education to empower the person in the process and to let learn.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:760428 |
| Date | January 2018 |
| Creators | Dasein, Billy M. |
| Publisher | University of Birmingham |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://etheses.bham.ac.uk//id/eprint/8553/ |
Page generated in 0.0011 seconds