Conscientisation in Castalia: A Freirean Reading of Hermann Hesse's "The Glass Bead Game"

Autor/in	Roberts, Peter
Titel	Conscientisation in Castalia: A Freirean Reading of Hermann Hesse's "The Glass Bead Game"
Quelle	In: Studies in Philosophy and Education, 26 (2007) 6, S.509-523 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-3746
DOI	10.1007/s11217-007-9062-2
Schlagwörter	Stellungnahme; Educational Philosophy; Novels; Literary Criticism; Interpersonal Communication; Consciousness Raising; Critical Theory; Learning Processes + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Novel; Roman; Literaturkritik; Interpersonale Kommunikation; Bewusstseinsbildung; Kritische Theorie; Learning process; Lernprozess
Abstract	This paper considers Hermann Hesse's novel, "The Glass Bead Game," in the light of Paulo Freire's educational philosophy. "The Glass Bead Game" is set in Castalia, a "pedagogical province" of the 23rd century. It is argued that the central character in the book, Joseph Knecht, undergoes a complex process of conscientisation. Knecht develops an increasingly critical understanding of Castalian society, questioning some of its most cherished assumptions while nonetheless deepening his appreciation of the beauty of the Glass Bead Game. He becomes less certain of his certainties as he grows older, and eventually decides to give away his prestigious post as Magister Ludi (Master of the Glass Bead Game) to pursue a quiet life as a tutor. Dialogue plays a key role in the development of Knecht's critical consciousness. Freirean theory is seen to provide a robust framework for the analysis of key themes in Hesse's text. At the same time, "The Glass Bead Game" is helpful in demonstrating the meaning and significance of conscientisation and dialogue for educational lives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10