Teaching skills without instilling hope for change fails students.

Evidence

Teachers at all levels of education are charged with providing their students with a reason for hope. If we—who claim a critical pedagogical mantle—only provide information and skills without seeking to infuse our students with a reason for engaging and improving the world, we have failed them. We must enable them to think critically about the issues facing them as current and future citizens, denouncing injustice and announcing a new vision of the world. — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 851

Categorization

• XREF: connects to: Freire held hope as an ontological human need, not a voluntary choice. — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 834; Contemporary culture is defined by exaggerated certainties that suppress critical hope. — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 870; Pedagogical hope must be anticipatory and critical rather than merely compensatory — David Theo Goldberg, John Solomos, A Companion to Racial and Ethnic Studies, 2684 (+1 more)

Broader Connections

• Pedagogical hope must be anticipatory and critical rather than merely compensatory #expands (0.95) — David Theo Goldberg, John Solomos, A Companion to Racial and Ethnic Studies, 2684
• Pedagogical hope makes students question the naturalness of present conditions #expands (0.80)