Philosophical principles for Problem-Based Learning: Freire’s concepts of personal development and social empowerment

Barrett, Terry (2001) Philosophical principles for Problem-Based Learning: Freire’s concepts of personal development and social empowerment. In: The Power of Problem-based learning. Experience, Empowerment, Evidence. Australian PBL Network. Australia: University of Newcastle.

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Official URL: http://trove.nla.gov.au/work/153109655?q&versionId...

Abstract

This paper explores how the Freirian concepts of personal development and social empowerment provide philosophical principles underpinning our comprehension of the nature and practice of empowerment in problem- based learning. The argument is made that problem-based learning is a subset of Freirian problem-posing education. The implications of these Freirian philosophical principles for PBL practice are discussed in the context of a PBL Postgraduate Diploma in Third Level Learning and Teaching.

Item Type: Conference or Workshop Item (Paper)
Depositing User: Colin Lowry
Last Modified: 27 Nov 2015 02:35
URI: http://eprints.teachingandlearning.ie/id/eprint/1741

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