To educate as the practice of freedom, bell hooks describes it as "a way of teaching in which anyone can learn. Hooks investigates the classroom as a source of constraint but also a potential source of liberation. She argues that teachers' use of control and power over students dulls the students' enthusiasm and teaches obedience to authority, "confin[ing] each pupil to a rote, assembly-line approach to learning.
She describes teaching as a performative act and teachers as catalysts that invite everyone to become more engaged and activated. Performative aspect of learning "offers the space for change, invention, spontaneous shifts, that can serve as a catalyst drawing out the unique elements in each classroom.
According to hooks, eros and the erotics do not need to be denied for learning to take place. She argues that one of the central tenets of feminist pedagogy has been to subvert the mind-body dualism and allow oneself as a teacher to be whole in the classroom, and as a consequence wholehearted.
In , ten years after the success of Teaching to Transgress, bell hooks published Teaching Community: A Pedagogy of Hope.
In this book, hooks offers advice about how to continue to make the classroom a place that is life-sustaining and mind expanding, a place of liberating mutuality where teacher and student together work in partnership. For hooks educating is always a vocation rooted in hopefulness.
After many disputes with ex-boyfriends about the nature of love, bell hooks published All About Love: New Visions in She explains how her past two long-term boyfriends were foiled by "patriarchal thinking" and sexist gender roles, so neither relationship ever really had a chance. She continuously wanted to recommend a book for the men to read, but could not find one that would clearly make her point to support her argument. For this reason, she decided to write her own, which would go into depth about her true feelings towards love.
In this book, hooks combines her personal life experiences, along with philosophical and psychological ideas, to shape her thesis and discuss her main concepts. She criticizes the way in which love is used in today's society. To further explain, how we use the word without much meaning, when referring to how much we like or enjoy our favorite ice cream, color, or game.
Hooks is very disturbed by the fact that our culture has lost the true meaning of love, and believes it is because we have no shared definition. It is not about what we just feel, but more about what we do. She states, "So many people think that it's enough to say what they feel, even if their actions do not correspond to what they are feeling".
Bell hooks began her book with a series of spiritual messages, which include biblical verses to support her definition of love. She claims that a standard definition of love must include spiritual growth for one's self and others. Hooks identifies flaws with relationships nowadays since there is a loose understanding about love.
She shares personal experiences about fearing rejection and emotional pain. As a result, she acknowledges lacking full commitment and expressing vulnerability because of the fear of not receiving those things in return, so giving care and affection are the minimal expectations she had in her relationships.
However, those love components were not enough. Hooks introduces the necessity of practicing self-love and care to sustain healthy relationship with a concrete understanding of love.
Overall, this book sheds some light on what hooks sees as the modern day abandonment of love and what it means for people of today to experience love. One argument she proposes is how love cannot exist in the middle of a power struggle. Hooks goes as far as to present a number of problems she finds with our modern ideals of love and proposes their possible solutions.
She includes the propositions of full reconstruction and transformation of modern-day love based on "affection, respect, recognition, commitment, trust and care" Nonfiction Book Review. Hooks also points out what she sees to be the roots of the problems regarding modern day love, those being gender stereotypes, domination, control, ego, and aggression Nonfiction Book Review.
Another argument hooks discusses is one in which she describes how starting from a very young age, boys and girls are constantly being knocked down and told to fit into the tiny boxes of characteristics that are expected of them. Hooks points out that the boy is denied his right to show, or even have, any true feelings.
To further explain, she uses men in the American culture as an example, and describes how they have been socialized to mistrust the value and power of love. While the girl is taught that the most important thing she can do is change herself and her own feelings, with the hopes of attracting and pleasing everyone else.
These unfair expectations lead boys and girls to grow up into men and women who are convinced that lies are the way to go, and no one should be showing their truest feelings to each other. This leads to the paradox hooks points out because in order to have a functional, and healthy loving relationship, honesty is a natural requirement. In bell hooks's own words, "Lies may make people feel better, but they do not help them to know love".
In this case, the men are emotionally satisfied, and the women are left without any true happiness. Hooks points out that despite these evident problems in modern-day love culture, love can be revived, and this is what she is arguing throughout her book. Bell hooks wrote this book to inform the world how we can change the way we think about love, our culture, and one another.
She teaches us ways to love in a face of a planet of love-lessness. Her New Visions demonstrate how love is possible, and stress that all love is important—romantic, friendship, our love of strangers, and community. Noting a lack of diverse voices in popular feminist theory , bell hooks published the book Feminist Theory: From Margin to Center in However, learn she did.
Black women and feminism established her as a formidable critic and intellectual and set out some of the central themes around culture, gender, race and class that have characterized her work. A central aspect of her work is that she sees discrimination and domination not in separate categories but all interconnected. She sees no hierarchy of discrimination. Gender, race and class distinctions are not viewed as one being more important than the other.
It is a collection of essays exploring her ideas. She writes in a very personal style, often anecdotal giving examples from her own experiences. This is quite deliberate as she intended the book to be read by a diverse audience covering anyone interested in the practice of education. She argued for a progressive, holistic education — engaged pedagogy:. To educate as the practice of freedom is a way of teaching that anyone can learn. That learning process comes easiest to those of us who teach who also believe that there is an aspect of our vocation that is sacred; who believe that our work is not merely to share information but to share in the intellectual and spiritual growth of our students.
To teach in a manner that respects and cares for the souls of our students is essential if we are to provide the necessary conditions where learning can most deeply and intimately begin hooks She goes on to stress the demands this places upon educators in terms of authenticity and commitment. For, unlike these two teaching practices, it emphasizes well-being. That means that teachers must be actively involved committed to a process of self-actualization that promotes their own well-being if they are to teach in a manner that empowers students.
Teaching to Transgress is characterized by attention to emotion and feeling including an exploration of the place of eros and eroticism in the classroom. Nearly ten years after the publication of Teaching to Transgress , hooks produced a sequel entitled Teaching Community with a subtitle of A Pedagogy of Hope. This book develops themes in the earlier book and in particular the process of building community in the classroom. She uses a quote from him at the beginning of Teaching Community to illustrate its subtitle.
Not only that, it excludes many from the political process and the labour market. She regards literacy as more than being able to read and write, however. For her, it allows people, particularly those who are marginalized and discriminated against in society to acquire a critical consciousness.
She also promotes a notion of praxis in a similar way to Freire i. That was why it was so hard for her to look down on the working-class. Because Stanford even accepted her into their institution, hooks felt as though she needed to act privileged.
When she refused, the university and its students considered her rebellious; however, if she had not refused, she would have been ignoring and forgetting the values that she had learned from her parents. The way Hooks pulls in her readers is by inspiring the audience and appealing to its emotions and values, hooks relates an example of the hard times in her relationship with her parents before she went to Stanford.
Hooks also expresses how she became upset with her parents and how her mama felt as though bell hooks lacked appreciation for her. You were fed and clothed. Later, when bell hooks attends Stanford and notices how students constantly feel anger and resentment towards their parents, she remembers that her parents raised her to show them respect. Hooks definitely expresses her professional views throughout the essay.
Her views are obviously professional because she is a college graduate and has a good education background. However, when she relies heavily on her views based on her experience at Stanford, she presents her views as being convincing by showing her understanding of pressure and values from that experience. Her experience establishes common ground with the audience and proves that she is familiar about the pressures at a university.
- Ethos, Pathos, and Logos, bell hooks Style bell hooks ties in the three elements of argument, ethos, pathos, and logos in her essay, "Keeping Close to Home: Class and Education," by telling us about the many events of her life. hooks establishes credibility, or ethos, unintentionally, through descriptions of her achievements and character.
Bell Hooks Essay Bell hooks is the pen name of Gloria Jean Watkins, who is recognized nationally and internationally as an African American intellectual, feminist, social activist, and educator. Her work focuses on how race, class, and gender play a role in social, economic, and political systems.
bell hooks – (Born Gloria Watkins) American essayist. Known as one of the new African American intellectuals along with Cornel West, Michael Eric Dyson, and Derrick Bell, hooks reaches a. When bell hooks writes about "education as the practice of freedom," she's "talking about that quality of education that is enabling and empowering and that allows us to grow." She adds, "The heart of education as a practice of freedom is to promote growth. It's very much an act of love in that.
Education: Freire and Bell Hooks Essay Oppressed and Education for the Critical Consciousness Freire suggests a mechanical flaw of education as the “banking approach.” This theory is described as the student being the bank and the teacher making the deposits, known as knowledge. In the essay "Keeping Close to Home: Class and Education" by Bell Hooks, she argues against the statement that "assimilation is the way to gain acceptance for those in power.3/5(1).