Dialogue and Empowerment in Science Education

Paulo Freire considered his work in literacy to be more than training in the mechanics of reading and writing; he believed ‘true education ’ to be the means of achieving freedom. Although Freire described many of the techniques he used to educate his students, he was not an advocate of methodology. He wished educators to create their own approaches dictated by the unique needs of the students, their culture, and their learning environment. He offered his vision and ideas as a starting point and a common destination toward which to strive. This article reviews Freire’s ideas and discusses their relevancy for science educators today. These ideas are not offered as prepackaged methodologies but rather as avenues of reflection, highlighting the relevancy and universality of Freire’s pedagogy for all those who are engaged in the educational process worldwide. To examine the work and life of Paulo Freire is to reflect upon liberation and revolution. Freire, a Brazilian-born educator, was vitally concerned with assisting people in becoming awar