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ABSTRACT

This article is an advocacy for a critical andragogy as a logical deduction from Paulo Freire's critical Pedagogy. It is an attempt to specify the place and implications of Freire's reconstructionist approach to teaching and learning. For centuries, the idea that education should serve as an instrument of transformation has been sustained by many philosophers of education. Taking a more pragmatic bent, Freire advocates for a critical pedagogy, which presents education as a tool for conscious emancipation from political subjugation; and for creative thinking. This article, through philosophical analysis, looks at the trajectories and the prospects critical pedagogy portends for contemporary learners. It also narrows down the overstretched horizon of Freire’scritical pedagogy; and argues that the horizon of extension ascribed to critical pedagogy by Freire does not seem defensible. Hence, the import of the subsequent question: Can critical pedagogy be applied at all levels of learning? The conclusive finding is that a critical pedagogy would be most feasible if Freire's extended horizon could be reconstructed and narrowed to a specific circle. To, undertake this reconstruction, a critical andragogy is recommended as a credible alternative.