1

A Comparison of Two Influential Educators Steven C. Bradley Northcentral University

2 We are benefactors of the legacies of educators who influence us today. This paper will compare the lives, contributions and educational viewpoints of two educators of past, Paolo Freire and William W. Brickman, who made a true difference in the education of students today. Educators Lives and Contributions Paolo Freire and His Contributions Frank M. Flanagans book, Greatest Educators Ever (2005) described Paulo Freire as a revolutionary educator who wanted to transform the education process. Born in Recife, Brazil in 1921, Freires wealthy father lost his money in the crash of 1929. His familys move to the countryside alongside of peasants gave him an understanding of the abusive education system that exploited students (Greatest Educators Ever, 2005, p. 184). Flanagan (2005) said Freires most influential work was, The Pedagogy of the Oppressed (Greatest Educators Ever, 2005, p. 186). He saw students as, rooted in their political, economic and social powerlessness (Greatest Educators Ever, 2005, p. 184). Freire fought educational domestication or indoctrination by exposing the inconsistencies of teaching and its practice to passive students. Freire believed, In time each contradiction may lead hitherto submissive students to begin to questions the system and to challenge the attempt to domesticate their reality (Greatest Educators Ever, 2005, p. 189). William W. Brickman and His Contributions The text, For the Love of Knowledge, Iveta Silova and William C. Brehm (2010) showed that, William W. Brickman never deviated from pursuing historical and international knowledge in comparative education. Brickman had many contributions to his field. He founded the

3 Comparative Education Society in 1956 and, Around the same time, he took responsibility for organizing the first annual conferences of comparative education at NYU (For the Love of Knowledge, 2010, p. 21). Resistance Encountered Freire and Brickman faced resistance to their goals. Freire strove to change Students belief that abuse was normal. Flanagan (2005) wrote, They interpret their subservience and suffering, this organized disorder, in effect the result of exploitation, as the will of God (Greatest Educators Ever, 2005, p. 185). Freire also fought the students tendency emulate their educational abusers. They aspire to share the way of life of the oppressor, that is, to become oppressors themselves (Greatest Educators Ever, 2005, p. 185). Freire emphasized freedom and creativity from his students and encouraged critical thinking, evaluation and application to their life experience. Likewise, Brickman faced resistance as an educator. He remained dedicated to the history of comparative education, while science and statistics became the dominant focus. In 1967, Harold Noah became the editor of the CER and changed the journals direction from the historical toward scientific rationality (For the Love of Knowledge, 2010, p. 24). Brickman continued to seek knowledge from renowned educators without becoming critical. Similarities Paolo Freire grew up in a rural area and William F. Brickman in the inner city, but they had similar economic situations, which similarly impacted on their educational careers. Paolo Freires father, a wealthy banker, lost all his money in 1929. His family lived as peasants in the countryside. He empathetically understood the need to liberate students from institutionalized

4 abuse. The poor area William W. Brickman grew up in New York City, had an impact on his vocation. William W. Brickmans journey toward comparative education began during his childhood in the multilingual in the Lower East Side of New York City in the early twentieth century (For the Love of Knowledge, 2010, p. 20). Differences Differences also existed in these two educators careers. Freire felt learning needed to be more than depositing information into ones mind. He taught students to personalize knowledge into their lives. Knowledge is bestowed by those considered knowledgeable upon those considered ignorant (Greatest Educators Ever, 2005, p. 186). In contrast, Brickman thirsted for knowledge without Freires desire for real change. Brickman sought historical knowledge in comparative studies and resisted the shifts toward scientific and statistical research. He consistently aimed for truth in comparative education by being meticulous in research, fastidious in historical scholarship, and honest in life (For the Love of Knowledge, 2010, p.32). Factors impacting their success Freire had lived in riches and in want, and it opened his eyes to the need of freedom in education for those in poverty and shackled by social malaise. Freire believed education does not start in the mere impartation of knowledge, but in the personal application into the students own lives (Greatest Educators Ever, 2005, p. 194). Brickmans childhood had an impact upon his career in international comparative education. He had been surrounded by parents who spoke Yiddish, Hebrew, Aramaic, Polish,

5 German, and Russian; newspapers written in English, Italian, Hungarian, Russian, Yiddish, and Greek; and store signs, movies, plays, and radio in most of these languages (For the Love of Knowledge, 2010, p.20). Brickmans legacy preserved historical research and an authentic pursuit of international knowledge. Conclusion Paolo Freire and William W. Brickman advanced education. Freire changes to the politically abusive education system are memorable, and student freedom and critical thinking are a large part of his contribution to education. His passion to end student oppression, by applying knowledge to their daily lives, is commendable and vital to the future of children everywhere. Similarly, William W. Brickmans unswerving pursuit of historical knowledge as scientific and statistical disciplines began to dominate comparative education, is impressive. Brickmans study tours and the Comparative Education Society he founded were important contributions to comparative education. Both of these educators possess excellent examples modern-day teachers should study and emulate.

6 References Flanagan, Frank M. (2005). Paolo Freire (1921-1991) Education for Freedom. Greatest Educators Ever, (184-194). Continuum International Publishing.

Iveta Silova and William C. Brehm (2010). For the Love of Knowledge William W. Brickman
and His Comparative Education. European Education, vol. 42, no. 2 (Summer 2010), pp. 1736.