* Corresponding Author
Freire's Praxis, Democracy and Critical Consciousness in Islamic Education
https://doi.org/10.22146/jf.93952 Muhamad Restu Fauzi(1*), Usman Usman(2)
(1) Sunan Kalijaga State Islamic University
(2) Sunan Kalijaga State Islamic University
(*) Corresponding Author
Abstract
Critical philosophy in education assumes that students are so naive and unable to read social reality critically, and this also happens in Islamic education. Paulo Freire tries to promote the importance of student-centred education, active participation and critical consciousness in education. This study aims to: (1) explore Freire's ideas about praxis; (2) explore Freire's thoughts on democracy; (3) explore Freire's thinking about critical consciousness; (4) integrate the concepts of praxis, democracy and critical consciousness in Islamic education. This is literature research which involves review of literature that is relevant to Freire's concepts and their application in Islamic education. The findings of this study are: (1) Praxis allows students to link Islamic knowledge and values with concrete actions in life; (2) Democracy promotes student participation in decision-making and open dialogue, enabling them to actively contribute to learning; (3) Critical consciousness helps students understand the structure of society and analyze their understanding of Islamic teachings critically; (4) The concepts of praxis, democracy and critical consciousness in Islamic education provides opportunities for students to integrate religious teachings with their life experiences, understand the social context and develop a critical understanding of Islam.
Keywords
Full Text:
PDFReferences
Agbaje, O. (2023). Curriculum reform in African higher education: solving society’s problems and meeting its needs. Curriculum Perspectives, 43(1), 141–149. https://doi.org/10.1007/S41297-023-00206-X
Agbaria, A. (2024). Education for Religion: An Islamic Perspective. Religions, 15(3), 309. https://doi.org/10.3390/REL15030309
Aguilera-Morales, A. I. (2023). Una gramática de la infancia oprimida. Educação & Realidade, 48, e119083. https://doi.org/10.1590/2175-6236119083VS01
Albardía, M. S., Onaindia, I. A., & Fernández, S. P. (2023). Educomunicación en la era de la hiperconectividad: una revisión conceptual: Educación libertadora para fomentar la ciudadanía crítica. Comunicação Mídia e Consumo, 20(58), 179–198. https://doi.org/10.18568/cmc.v20i58.2820
Al-Faruqi, I. R. (1997). Islamization of knowledge: General principles and work plan (2nd ed.). International Institute of Islamic Thought.
Aronowitz, S. (2012). Paulo Freire’s radical democratic humanism: The fetish of method. Counterpoints, 422, 257–274. https://www.jstor.org/stable/42981762
Arwinsyah, D., Salminawati, S., & Usiono, U. (2022). Educational democracy in the perspective of Islamic educational philosophy. Ta’dib Jurnal Pendidikan Islam, 11(2), 357–366. https://doi.org/10.29313/TJPI.V11I2.12058
Assumpção, A. L., & Castral, P. C. (2024). A critical history of formal pedagogical strategies for the valorization of cultural heritage in Brazil. Heritage, 7(1), 259–271. https://doi.org/10.3390/HERITAGE7010013
BinTaleb, A. (2024). Exploring the potential for religious literacy in Saudi secondary education. Religious Education, 119(1), 17–30. https://doi.org/10.1080/00344087.2023.2294607
Cabey, W. V., Strand, N. K., & Marshall, E. (2024). What might it mean to embrace emancipatory pedagogy in medical education? AMA Journal of Ethics, 26(1), E48–E53. https://doi.org/10.1001/AMAJETHICS.2024.48
Carless, D. (2020). From teacher transmission of information to student feedback literacy: Activating the learner role in feedback processes. Active Learning in Higher Education, 23(2), 143–153. https://doi.org/10.1177/1469787420945845
Carvalhos, A., & Junior, S. (2022). Docência viada, anti-fascista e não bancária. Cadernos de Sociomuseologia, 63(19), 139–150. https://doi.org/10.36572/CSM.2022.VOL.63.11
Cassiani, S., & von Linsingen, I. (2023). Freirean inspirations in solidary internationalism between East Timor and Brazil in science education. Cultural Studies of Science Education, 18(1), 115–141. https://doi.org/10.1007/S11422-023-10159-2
Costa, C., Bhatia, P., Murphy, M., & Pereira, A. L. (2023). Digital education colonized by design: Curriculum reimagined. Education Sciences, 13(9), 895. https://doi.org/10.3390/EDUCSCI13090895
de Figuerêdo Cavalcanti, M. S. (2022). Pedagogia do oprimido: educação e cidadania nas andarilhagens dos caminhos Brasil /Portugal. Cadernos de Sociomuseologia, 63(19), 151–161. https://doi.org/10.36572/CSM.2022.VOL.63.12
Dines, M. (2023). Finding Freire: Punk, praxis and the quest for spirituality in Krishnacore. Religions, 14(10), 1263. https://doi.org/10.3390/REL14101263
do Nascimento, L. A. d. L., da Costa, R. d. P. F., & Miguel, M. C. (2023). Interlocuções freireanas na mira sociolaboral dos museus: transformações e perspectivas sobre a ética do museólogo. Cadernos de Sociomuseologia, 65(21), 101–113. https://doi.org/10.36572/CSM.2023.VOL.65.09
Fauzi, M. R., & Hamami, T. (2022). Fethullah Gülen’s epistemology of Islamic education and its implementation towards integrated Islamic education. Jurnal Pendidikan Agama Islam (Journal of Islamic Education Studies), 10(1), 41–58. https://doi.org/10.15642/JPAI.2022.10.1.41-58
Fernandes, R. C., & Da Trindade, A. (2024). The conditions for building popular hegemony: Paulo Freire’s ‘inédito viável’ and the experience of the Landless Workers’ Movement (MST). Globalisation, Societies and Education, 22(1), 63–76. https://doi.org/10.1080/14767724.2023.2211532
Freire, P. (1974). Education for critical consciousness. Bloomsbury Academic.
Freire, P. (1978). Cartas à Guiné Bissau. Paz e Terra.
Freire, P. (1983). Extensão ou comunicação? Paz e Terra.
Freire, P. (1985). The politics of education: Culture, power and liberation. Bergin & Garvey Publishers.
Freire, P. (1989). Alfabetización. Lectura de la palabra y lectura de la realidad. Paidós.
Freire, P. (1990). La Naturaleza política de la educación. Paidos.
Freire, P. (2000a). Pedagogy of freedom: Ethics, democracy, and civic courage. Rowman & Littlefield.
Freire, P. (2000b). Pedagogy of the oppressed. Continuum.
Freitas, S. V. (2022). Reflexões e pensamentos sobre a pedagogia da esperança de Paulo Freire. Cadernos de Sociomuseologia, 63(19), 163–172. https://doi.org/10.36572/CSM.2022.VOL.63.13
Gandolfi, H. (2023). Special issue “reflecting on Freire: a praxis of radical love and critical hope for science education”—theme: transnational collaborations and solidarities : Transnational conversations about science education: Paulo Freire, interculturality and socio-political transformation. Cultural Studies of Science Education, 18(1), 159–173. https://doi.org/10.1007/S11422-023-10163-6
Gibson, N., Vertigans, S., & Mueller-Hirth, N. (2023). Empowering Kibera during political change: A case study through a Freirean lens. International Social Work, 66(2), 388–404. https://doi.org/10.1177/00208728211010215
Giroux, H. (1985). Introduction. In The politics of education: Culture, power and liberation. Bergin & Garvey Publishers.
Guaya, D., Meneses, M. Á., Jaramillo-Fierro, X., & Valarezo, E. (2023). Augmented Reality: An Emergent Technology for Students’ Learning Motivation for Chemical Engineering Laboratories during the COVID-19 Pandemic. Sustainability, 15(6), 5175. https://doi.org/10.3390/SU15065175
Gülen, M. F. (2016a). Çağ ve Nesil 1. Nil Yayınları.
Gülen, M. F. (2016b). Çağ ve Nesil 2: Buhranlar Anaforunda İnsan. Nil Yayınları.
Gülen, M. F. (2020). Kirik Testi 15: Yolun-Kaderi. Nil Yayınları.
Hachem, H., & Westberg, J. (2023). On older learners’ naïveté: an examination of the emancipatory function of critical older adult education. International Journal of Lifelong Education, 42(1), 101–116. https://doi.org/10.1080/02601370.2022.2152117
Huda, N. (2019). Modernization of Islamic education Azyumardi Azra perspective. EDUKASI: Jurnal Pendidikan Islam, 7(2), 269–283. https://ejournal.staim-tulungagung.ac.id/index.php/edukasi/article/view/275
Jandrić, P., Escaño, C., & Mañero, J. (2023). Pedagogía crítica postdigital y justicia social bioinformacional. Profesorado, Revista de Currículum y Formación Del Profesorado, 27(1), 61–80. https://doi.org/10.30827/PROFESORADO.V27I1.24645
Ju’subaidi, Mujahidin, A., Abdullah, I., & Choirul Rofiq, A. (2024). Students’ critical awareness of the internet and social media use as resources for Islamic learning in Indonesian public senior high schools. British Journal of Religious Education. https://doi.org/10.1080/01416200.2024.2368888
Kuswanto, E., Hariyadi, R., Sutrisno, S., Sari, F. F., & Suharsono, S. (2022). State Islamic school: Institutional transformation of Islamic religious education at SMP Negeri 3 Dempet in Demak Regency. Edukasia : Jurnal Penelitian Pendidikan Islam, 17(2), 171–186. https://doi.org/10.21043/EDUKASIA.V17I2.15837
Lopes, P., & Carbinatto, M. V. (2023). Princípios da pedagogia freiriana na extensão universitária em Ginástica para Todos. Revista Brasileira de Educação, 28, e280008. https://doi.org/10.1590/S1413-24782023280008
MacMaoilir, E., & McGillicuddy, D. (2023). “I’m Actually a Female Empowerer”: Student perspectives on a critical pedagogical approach to re/engage at-risk females in school. Education and Urban Society, 55(9), 1047–1069. https://doi.org/10.1177/00131245221106725
Maruf, A., Vitriana, O. N., & Suyadi. (2024). The dichotomy of knowledge in Islamic education: an analysis of the existence of the Faculty of Tarbiyah and Teacher Training. Linguanusa : Social Humanities, Education and Linguistic, 2(1), 51–57. http://linguanusa.com/index.php/1/article/view/36
Marx, K. (2001). Marxism, socialism and religion. Resistance Books.
Mashuri, S., Nasruddin, N., Judijanto, L., & Hariana, M. (2023). Impact analysis of economic factors, education, and access to resources on income gap in Yogyakarta. West Science Social and Humanities Studies, 1(06), 363–371. https://doi.org/10.58812/WSSHS.V1I06.495
Masturin, M. (2022). Shaping the character of insan kamil: Islamic education materials through character education during the COVID-19 pandemic. Edukasia : Jurnal Penelitian Pendidikan Islam, 17(2), 187–206. https://doi.org/10.21043/EDUKASIA.V17I2.14920
Matiti, J. (2024). Students transitioning from primary to secondary mathematics learning: a study combining critical pedagogy, living theory and participatory action research. Educational Action Research, 32(1), 144–160. https://doi.org/10.1080/09650792.2022.2035787
Mayo, M., & Ranford, F. (2023). Radical popular education today: Popular education in populist times. European Journal for Research on the Education and Learning of Adults, 14(1), 97–108. https://doi.org/10.3384/RELA.2000-7426.4259
Mckenzie-Brook, S. (2023). Critical pedagogy and open dialogue – their parallels and importance for social work practice. Journal of Social Work Practice, 37(1), 119–126. https://doi.org/10.1080/02650533.2022.2142769
Melo, A. (2022). Recortes de uma vida de intervenção inspirada em Paulo Freire. Cadernos de Sociomuseologia, 63(19), 175–179. https://doi.org/10.36572/CSM.2022.VOL.63.14
Monteagudo, J. G. (2002). Les pédagogies critiques chez Paulo Freire et leur audience actuelle. Pratiques et Analyses de Formation. Revue Internationale, 43, 49–65. https://idus.us.es/handle/11441/68497
Muhajir, M., Tambak, S., & Sukenti, D. (2024). Learner-centered education affect for madrasah teacher personality competence: The cases of project-based learning methods. International Journal of Religion, 5(11), 947–959. https://doi.org/10.61707/YP2MXP11
Muraca, M. (2023). Re-inventing Paulo Freire: The political-pedagogical practices of the Peasant Women’s Movement. European Journal for Research on the Education and Learning of Adults, 14(1), 35–46. https://doi.org/10.3384/RELA.2000-7426.4186
Muraro, D. N. (2022). John Dewey e Paulo Freire: educação e transformação social. Revista Lusófona de Educação, 58. https://doi.org/10.24140/issn.1645-7250.rle58.09
Nascimento, G. B. S., de Maio Nascimento, M., de Araújo, L. M. G., Gouveia, É. R., & Ihle, A. (2023). Comics as a physical education tool for health promotion in Brazilian primary education, based on Paulo Freire’s principles of empowerment. Children, 10(9), 1575. https://doi.org/10.3390/CHILDREN10091575
Nkealah, N., & Simango, J. (2023). Using critical pedagogy in English education: Disjunctures between pre-service teachers’ preparation and opportunities for implementation. Journal of Education (University of KwaZulu-Natal), 90, 69–86. https://doi.org/10.17159/2520-9868/I90A04
O’Connor, D., Sakamoto, M., Phinney, A., Chaudhury, H., & Mann, J. (2023). Participatory action research: An exploration from a Freirean perspective of research involving people with dementia. International Journal of Geriatric Psychiatry, 38(8), e5985. https://doi.org/10.1002/GPS.5985
Olave, B., Tolbert, S., & Frausto Aceves, A. (2023). Reflecting on Freire: a praxis of radical love and critical hope for science education. Cultural Studies of Science Education, 18(1), 1–20. https://doi.org/10.1007/S11422-023-10168-1
Orsini, M. M., Ewald, D. R., & Strack, R. W. (2022). Development and validation of the 4-Factor Critical Consciousness Scale. SSM - Population Health, 19, 101202. https://doi.org/10.1016/J.SSMPH.2022.101202
Pinheiro, S. L., & Pasquier, F. (2023). Consciousness and environmental education: Transdisciplinary urgencies from the post-pandemic context. Transdisciplinary Journal of Engineering & Science, 14, 81–94. https://doi.org/10.22545/2023/00223
Pratama, R. W., Sudiyanto, S., & Riyadi, R. (2019). The development of attention, relevance, confidence, and satisfaction (ARCS) model based on active learning to improve students’ learning motivation. Al-Jabar : Jurnal Pendidikan Matematika, 10(1), 59–66. https://doi.org/10.24042/AJPM.V10I1.4044
Purnami, S. (2022). The understanding of Islamic teachings about water and environmental care attitudes and their relationships with intentions to save water. Edukasia : Jurnal Penelitian Pendidikan Islam, 17(1), 49–70. https://doi.org/10.21043/EDUKASIA.V17I1.11663
Quarmby, T., & Luguetti, C. (2023). Rethinking pedagogical practices with care-experienced young people: Lessons from a sport-based programme analysed through a Freirean lens. Physical Education and Sport Pedagogy, 28(3), 276–290. https://doi.org/10.1080/17408989.2021.1976742
Ruiz-Eugenio, L., Tellado, I., Valls-Carol, R., & Gairal-Casadó, R. (2023). Dialogic popular education in Spain and its impact on society, educational and social theory, and European research. European Journal for Research on the Education and Learning of Adults, 14(1), 47–61. https://doi.org/10.3384/RELA.2000-7426.4325
Salinas, I., Fernández, M. B., Johnson, D., & Bastías, N. (2023). Freire’s hope in radically changing times: a dialogue for curriculum integration from science education to face the climate crisis. Cultural Studies of Science Education, 18(1), 21–39. https://doi.org/10.1007/S11422-023-10157-4
Sapiudin, Supriyadi, T., Hermawan, W., Somad, M. A., Rahminawati, N., & Saepudin, A. (2024). Improving thinking skills through usul al-fiqh learning: An action research on prospective Islamic religious education teachers. International Journal of Religion, 5(8), 792–808. https://doi.org/10.61707/T6H3V605
Shofiyyah, N. A., Komarudin, T. S., & Hasan, M. S. (2023). Innovations in Islamic education management within the university context: Addressing challenges and exploring future prospects. Nidhomul Haq : Jurnal Manajemen Pendidikan Islam, 8(2), 193–209. https://doi.org/10.31538/NDH.V8I2.3625
Smith, R. D. (2023). Reimagining Africa-diaspora religious connections: Global-local intersections of immersive-reflexive praxis. Journal of Ethnic and Cultural Studies, 10(3), 144–155. https://doi.org/10.29333/EJECS/1516
Soeiro, D., Santos, L., Parreiral, S., & Patrão, C. (2022). Letras prá vida a esperançar com Paulo Freire. Cadernos de Sociomuseologia, 63(19), 117–127. https://doi.org/10.36572/CSM.2022.VOL.63.09
Suhaimi, A. (2019). Concept of idealism philosophy In Islamic education according to Imam Al-Ghozali. Utopía y Praxis Latinoamericana, 24, 359–369. https://produccioncientificaluz.org/index.php/utopia/article/view/29970
Svensson, F. (2024). The (im)possibility of education: Theory and method in Paolo Freire’s Pedagogy of the Oppressed and Gayatri Spivak’s Righting Wrongs. Dialogic Pedagogy: A Journal for Studies of Dialogic Education, 12(1), A1–A15. https://doi.org/10.5195/DPJ.2024.578
Thomas, P. (2022). Doing critical pedagogy together: A case study in a Norwegian postgraduate program. Journal of Transformative Education, 21(2), 245–261. https://doi.org/10.1177/15413446221092480
Tidmarsh, M. (2022). A pedagogy of ‘public criminology’ as a counter to marginality? Lessons for community sanctions and measures from the Pedagogy of the Oppressed. Probation Journal, 70(2), 179–198. https://doi.org/10.1177/02645505221105394
Tilsen, J. (2023). “The freshness of irreverence”: learning from ACT UP toward sociopolitical action in science education. Cultural Studies of Science Education, 18(1), 143–158. https://doi.org/10.1007/S11422-023-10162-7
Tireli, Ü., & Jacobsen, J. C. (2023). Critical pedagogy and children’s engagement with climate change. Journal of School Administration Research and Development, 8(1), 55–64. https://doi.org/10.32674/JSARD.V8I1.2785
Uchôa, M. M. R., & Pasqualucci, L. (2023). Interculturalidade crítica e sociomuseologia – práticas decoloniais e suas intersecções na práxis freireana. Cadernos de Sociomuseologia, 65(21), 3–14. https://doi.org/10.36572/CSM.2022.VOL.65.01
von Kotze, A., & Walters, S. (2017). Forging solidarity: Popular education at work. Sense Publishers.
von Kotze, A., Walters, S., & Luckett, T. (2016). Navigating our way: A compass for popular educators. Studies in the Education of Adults, 48(1), 96–114. https://doi.org/10.1080/02660830.2016.1155850
Wallerstein, N., Sanchez, V., & Velarde, L. (2005). Freirian praxis in health education and community organizing. In M. Minkler (Ed.), Community organizing and community building for health (pp. 218–236). Rutgers University Press.
Zammit, A. M., & Zammit, R. (2023). The school community’s role in educating for responsibility for inclusion. Religions, 14(7), 931. https://doi.org/10.3390/REL14070931
DOI: https://doi.org/10.22146/jf.93952
Article Metrics
Abstract views : 371
| 
views : 407
Refbacks
- There are currently no refbacks.
Copyright (c) 2024 Jurnal Filsafat
Jurnal Filsafat Indexed by:
Jurnal Filsafat ISSN 0853-1870 (print), ISSN 2528-6811 (online)