Flexible grading must accompany transformed teaching to permit nondirected thought

Evidence

Transformation, in the Freirean sense, is the means by which people remake their worlds in order to become “beings for themselves,” freed from oppressive conditions (Freire, 1970, p. 161). This remaking, coming from an attention to “in here” and “out there,” puts teachers in a position from which they can intervene as “subjects in expectancy” (Ergas, 2015; Freire, 1970, p. 131). They do so by becoming learners themselves, engaging in dialogue with their students, and freeing themselves from attending to simple outcomes (Freire, 1970). — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 685 (#expands, via linked claim)

The teaching function of art was, however, always stressed in classical times (even though it there mainly took the form of moral lessons), while the prodigious and still imperfectly understood work of Brecht reaffirms, in a new and formally innovative and original way, for the moment of modernism proper, a complex new conception of the relationship between culture and pedagogy. The cultural model I will propose similarly foregrounds the cognitive and pedagogical dimensions of political art and culture, dimensions stressed in very different ways by both Lukecs and Brecht (for the distinct moments of realism and modernism, respectively). — Fredric Jameson, Postmodernism, or, The Cultural Logic…, 162 (#exemplifies, via linked claim)

Categorization

• XREF: connects to: Transformative teaching requires teachers to become learners in dialogue with students — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 685; Art’s teaching function can be reclaimed in cognitively innovative, non-didactic form. — Fredric Jameson, Postmodernism, or, The Cultural Logic…, 162

Broader Connections

• Transformative teaching requires teachers to become learners in dialogue with students #expands (0.78) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 685
• Art’s teaching function can be reclaimed in cognitively innovative, non-didactic form. #exemplifies (0.75) — Fredric Jameson, Postmodernism, or, The Cultural Logic…, 162