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Paulo Freire: Its Implications for Adult Education Policy and Practice in Ireland  \nalex mckillican  \nAbstract  \nThis paper examines and critiques existentialist interpretations of being within Paulo Freire’s educational theory. The principle supposition of the paper is that through engaging in adult education, the adult learner can heighten their understanding of their lives, metaphysically. The paper also posits that adult education can develop the will; this notion is vitally important as it is by the will which the individual human being loves and according to that love, decides. This has major implications for the adult learner socially, politically, and spiritually.  \nKeywords: Paulo Freire, ontology, metaphysics, existentialist, adult education, adult literacy  \nIntroduction  \nThis paper analyses existentialist theory in the pedagogy of Paulo Freire. In Freire’s work a relationship exists between materialist dialectics, epistemology, and metaphysics. Freire used a Marxist analysis of contrasting social relations in his writings. He also embraced Jean-Paul Sartre’s philosophical conclusions, oneof which upholdsthe idea in absolute human freedom. Therefore, Sartre’s work is prominently featured in the paper. Sartre’s philosophy of being and existence cannot only be understood through a rational lens. It must be understood byway of the lived experience. Freire’s philosophy of education incorporates both concepts. That is the primary philosophical position of this paper. The lived experience is very interesting for our discussion as we will take some anecdotal examples from work which has been done with adult literacy learners. This will help to explore certain philosophical suppositions as we encounter them and, in the process, make links between the three main bodies of thought under discussion: existentialism, Freire’s pedagogy, and adult literacy education and  \nadult education. The penultimate subsection of this paper – Freire’s Theory of Conscientization: An Existential Philosophy?– is a more detailed attempt to draw out and re-invent (as Freire urges us to) the existentialist elements in his educational theory as they relate to the lived experience, educationally speaking. We will see how the existentialist elements in that process form the necessary, ontological conditions, for conscientization (Freire’s social theory of consciousness raising) to occur. Once that metaphysical process has occurred praxis, or, the‘reflection and action directed atthe structures tobe transformed’, can happen (Freire, 1970) . However, the discussion on praxis, and how it is relevant for adult learners and adult educators, will not be exhaustive. For the moment weare content with examining the moment of becoming as prescribed by existentialist ontology and adopted by Freire in order to form his notion of being.  \nThe paper is arranged by examining some of the main tenets in the body of thought known as existentialism. As we consider this theory we will take note of how Freire’s concept of being has been shaped by it. We will also highlight how his pedagogy has been moulded by that thought and this will be the ground for any assertions and suppositions made along the way. The conclusion will present some recommendations for adult education policy and practice in Ireland.  \nExistentialist Philosophy: A Preliminary Sketch  \nA foundational precept in existentialist thought is that an individual’s existence precedes [his/her] essence. This may indicate that someone can simply make of themselves what they will without being influenced or persuaded by any structural and social dimensions. However, it is necessary to acknowledge that human beings are born into an often-hostile world where social structures have a huge influence in how they live their lives. It is important to acknowledge that the individual is born into a complex world with complex social structures, thousands of years in the making. Thes","cbCaiib1J0ZBwovM","https://ap.wps.com/l/cbCaiib1J0ZBwovM","pdf",108029,18,"English","# Introduction\n## Existentialist Philosophy: A Preliminary Sketch","[{\"question\":\"How does the paper connect existentialist interpretations of being to Paulo Freire’s pedagogy?\",\"answer\":\"It analyzes existentialist theory within Freire’s educational framework, focusing on how concepts of being and lived experience shape Freire’s pedagogy.\"},{\"question\":\"What role does adult education play according to the paper’s central argument?\",\"answer\":\"The paper claims adult education can heighten adult learners’ metaphysical understanding of their lives and develop the learner’s will.\"},{\"question\":\"What implications does the paper suggest for adult education policy and practice in Ireland?\",\"answer\":\"The conclusion presents recommendations for adult education policy and practice in Ireland, grounded in the philosophical links drawn throughout the paper.\"}]","Existentialist Theory in the Pedagogy of Paulo Freire: Its Implications for Adult Education Policy and Practice in Ireland | PDF",1792065948,45]