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Intro to HR Quiz 4
Terms in this set (25)
Oppressors do not engage in the "fear of freedom" because they have more power and are therefore not fearful.
False: Oppressors do engage in the "fear of freedom." Fear of freedom leads the oppressor to be afraid of losing freedom to the oppressed.
Critical consciousness is vital to begin to free oneself from oppression.
True: critical consciousness allows us to question the nature of the historical/social situation and to take action against the oppressive elements of reality
The oppressors and the oppressed lack humanity, meaning dehumanization marks those whose humanity has been stolen and those who have stolen it.
True: You become a dehumanized individual when you dehumanize another.
The oppressed are unable to liberate themselves from oppression so an outside individual must do it for them.
False: The oppressed must liberate themselves, and no one can do it for them.
Adhesion is the process of plotting to destroy one's oppressor.
False: Adhesion is the process of emulating the practices of the oppressor.
In the traditional teaching paradigm, the narration of the educator frames the way students view the world, and therefore, think.
In the banking concept, knowledge and information are constantly transforming at the same pace as the reality of the world.
False: In the banking concept, knowledge and information are static, unchanging.
Critical thinking skills and co-investigation of knowledge set problem posing education apart from the traditional teaching paradigm.
In order to sustain true community and solidarity, both students and teacher must have free reign to communicate their knowledge and experience.
When a word is deprived of its dimension of action, reflection automatically suffers.
True: Must have reflection and action
Dialogue can be reduced to the act of one person depositing ideas into another, therefore it becomes a simple exchange of ideas to be consumed.
False: Dialogue is a mutual process that must go with critical consciousness to free the oppressed.
Dialogue is vain in the absence of profound love, humility, intense faith, and hope in the pursuit of humanity.
True: Dialogue hinges upon these things.
The goal of critical thinking is to hold steadfast to a guaranteed space, adjust to it, and emerge normalized and well-behaved.
False: The goal of critical thinking is to use it to reflect upon the world in order to transform (authentic liberation)
The generative theme is concerned with investigating peoples' thought about and actions upon reality.
A revolutionary movement is not dependent upon a revolutionary theory.
False: It is dependent on revolutionary theory, which is opposite of banking theory. Revolutionary theory finds way for teacher to help students thinks for themselves.
To distinguish itself from a military coup, radical dialogue with the people is necessary to every authentic revolution.
Internalized myths are essential to the process of oppression.
Necrophilia is an act of conquest that reduces men to the status of things.
The unity of the oppressed begins at the human level, not at the level of things.
In 1967, George Henderson became the first African American full-time professor at the University of Oklahoma.
Social Activists, like Henderson, can opt to work within racially oppressive organizations, and most of them do, to help bring about positive changes.
Before the creation of the Afro-American Student Union at OU, there were no major concerns expressed publicly by black students about racial segregation and discrimination.
In the late 1960s, most black students at OU did not assume active leadership roles in combating racism on campus, and neither did most white students become active leaders to abolish racially oppressive conditions at OU.
Henderson said the three most prominent role played by people at OU during racial conflict situations were adversaries, bystanders, and allies.
The banking concept encourages dialogue between teachers and students, while the revolutionary educator inhibits creativity.
False: The revolutionary educator encourages dialogue between teachers and students, while the revolutionary educator inhibits creativity.
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