A Political Praxis for Permanent Human Liberation
Nobody is more correct when the Man of the 20th century, Albert Einstein, once said,
"Never regard study as a duty, but as the enviable opportunity to know the liberating influence of beauty in the realm of the spirit for your own personal joy and to the profit of the community to which your later work belongs."
Einstein believed that the educative process is a human force of liberation. Education was even wrongly touted to be the all-solution to the vicious cycle of poverty that forever haunts the Third World countries such as the Philippines. Erroneously, because the Philippines remains poor however she vulgarly flaunts her seemingly very high rate of literacy. The country is not graduating quality professionals, rather than mediocre peons drowned in the global competitiveness which now characterizes the new economy. Anybody though does not have to be a genius to surmise that there is really something wrong with the country's basic education system. Has the art of teaching deplorably become artless? There is therefore a call for a new pedagogy. The teacher as steward of the educative process can only be a liberating force if he touches not just the minds but the hearts of the students as well. (End of Part I)
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