Ibn Khaldun’s Rationalist Assessment of Paulo Freire’s Libertarian Resolution of Teacher-Student Contradiction
DOI:
https://doi.org/10.55737/psi.2025d-44132Keywords:
Education, Ibn Khaldun, Libertarian, Paulo Freire, Pedagogy, Oppression, Teacher-Student RelationshipAbstract
This article explores the teacher-student relationship, focusing on three major conceptual frameworks: the teacher-student relationship in the 'banking' concept of education, Freire's libertarian pedagogy, and Ibn Khaldun’s method of progressive cultivation of scientific habit. It aims to clarify the relationship, analyze its correlation with student learning, and understand its connection to a larger social structure. The study employs the sociology of education methodology and comparative research design to address diverse educational issues, focusing on broader social inequalities. It aims to identify key issues in multiple frameworks, focusing on the teacher-student relationship and its wider social implications. The finding of the study reveals that teacher-student relationship is not primarily oppressive and can be improved through a rationalist approach. Critical consciousness in Freire and Ibn Khaldun's frameworks is crucial for 'humanization'. However, Freire's radical liberty overlooks the importance of learning from authoritative teachers. Viewing students as student-teachers may overlook the significance of personal contact with authoritative teachers and scholars for scholarly excellence.
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