Table of Contents:
Chapter 1.
The Justification for a Pedagogy of the oppressed; the contradiction between the oppressors and the oppressed, and how it is overcome; oppression and the oppressors; oppression and the oppressed; liberation not a gift, not a self-achievement, but a mutual process.
Chapter 2. The "Banking Concept" of Education as an instrument of oppression -
its presuppositions --a critique; the problem-posing concept of education as an instrument for liberation --its presuppositions; the "banking" concept and the teacher-student contradiction; the problem- posing concept and the supersedence of the teacher-student contradiction; education --a mutual process, world-mediated; people as uncompleted beings, conscious of their incompletion, and their attempt to be more fully human.
Chapter 3.
Dialogics -The essence of education as the practice of freedom; dialogics and dialogue; dialogue and the search for programme content; the human-world relationship, "generative themes", and the programme content of education as the practice of freedom; the investigation of "generative themes"; the various stages of the investigation.
Chapter 4: Antidialogics and dialogics as matrices of opposing theories of cultural action --the former as an instrument of oppression and the latter as an instrument of liberation; the theory of anti-dialogical action and its characteristics; conquest, divide and rule, manipulation, and cultural invasion; the theory of dialogical action and its characteristics --cooperation, unity, organization and cultural synthesis.