Mindful self-awareness is the first step toward a teacher’s liberation from external control

Evidence

With a bidirectional attention on both oneself (in here) and the world around (out there), a teacher can begin to see her situation (Ergas, 2015). A teacher who brings a mindful attention into the classroom will be able to see that she is submerged under all the outer conditions of control and begin to look for ways to emerge—the first step toward liberation (Freire, 1970). When one begins to perceive the reality of the present, one can no longer ascribe to the “fragmented view of reality” from which she was previously operating (Freire, 1970, p. 73). This state is described by Freire (1970) as a reflection from action, and it provides an opportunity “to intervene in reality as it is unveiled,” which comes directly as a result of the development of one’s conscientizaçao, or critical consciousness (p. 109). — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 680

Categorization

• DEFINE: Glosses ‘reflection from action’ and ‘conscientizaçao’ as terms connecting mindfulness to Freire’s critical consciousness.
• XREF: connects to: Teachers can only cultivate student selfhood through their own self-cultivation — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 655; Mindfulness for teachers can be an act of liberation, not just stress relief. — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 660; Mindfulness-based teacher transformation can be reframed through Freirean critical consciousness — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 694 (+6 more)

Broader Connections

• Mindfulness-based teacher transformation can be reframed through Freirean critical consciousness #expands (0.85) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 694
• Mindful inner attention lets teachers stop mistaking abstract models for lived reality #exemplifies (0.80) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 684
• Mindful bidirectional attention produces the critical consciousness Freire described. #corroborates (0.80)
• Teacher inner-outer self friction persists even with mindfulness practice #qualifies (0.75) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 656
• Self-disciplined, freedom-granting educational systems breed procrastination and teacher overload #complicates (0.72)