Transformation of consciousness depends on the erotic in the classroom

Evidence

Paulo Freire’s invigorating critique of the dominant banking model of education leads to his democratic proposals of problem-posing education where “men and women develop their power to perceive critically the way they exist in the world with which and in which they find themselves; they come to see the world not as a static reality but as a reality in the process of transformation.” This offered to me—and all of those who experience subordination through an imposed assimilation policy—a path through which we come to understand what it means to come to cultural voice. It is a process that always involves pain and hope; a process through which, as forced cultural jugglers, we can come to subjectivity, transcending our object position in a society that hosts us yet is alien. — Paulo Freire, Pedagogy of the Oppressed, 15 (#exemplifies, via linked claim)

This naturally had nothing to do with the little sexual pleasures of childhood, the satisfaction I felt, for example, straddling a certain chair in the dining room or caressing myself before falling asleep … The only common characteristic between the feeling and the pleasure is that I carefully hid them both from those around me … My love for this young man consisted in thinking of him before falling asleep and imagining marvelous stories … In Privas, I was in love with all the department heads of my father’s office … I was never very deeply hurt by their departure, because they were barely more than a pretext for my amorous musings … In the evening in bed I got my revenge for too much youth and shyness. I prepared everything very carefully, I did not have any trouble making him present to me, but it was a question of transforming myself, me, so that I could see myself from the interior because I became her, and stopped being I. First, I was pretty and eighteen years old. — Simone de Beauvoir, The Second Sex, 709 (#expands, via linked claim)

Categorization

• XREF: connects to: Feminist pedagogy’s refusal of the mind-body split makes Women’s Studies subversive — bell hooks, Teaching to Transgress: Education as…, 386; Eros originally meant the force propelling every life-form from potentiality to actuality — bell hooks, Teaching to Transgress: Education as…, 388; Adolescent girls eroticize imagined self-transformation rather than actual sexual encounters — Simone de Beauvoir, The Second Sex, 709 (+4 more)

Broader Connections

• Problem-posing education transforms how people perceive reality as changeable #exemplifies (0.85) — Paulo Freire, Pedagogy of the Oppressed, 15
• Adolescent girls eroticize imagined self-transformation rather than actual sexual encounters #expands (0.82) — Simone de Beauvoir, The Second Sex, 709
• Class consciousness shapes the gestalt of thought, not its details #expands (0.80)
• Sync and body-presence are required for affective resonance in teaching #qualifies (0.78) — Yves Citton, The Ecology of Attention, 286
• Erotic arousal and desire to please are inseparably linked #corroborates (0.75)