Naive Transitivity

Critical Transitivity
Jeanne Kate E. Doniego
3 Levels of Consciousness
 The lowest level is called INTRANSITIVE
Also called the Magical Consciousness
the subject believes that they can’t change their life,
and that fate is out of their hands and life is a matter of
luck.
More religious people would believe that only God
make changes in their life so they put no effort into
changing things.

 The second/middle level is SEMI-TRANSITIVE

the subject is slightly empowered. They have the mind
to change things but they are pessimistic and deal with
problems that arise one at a time. They also naively
follow strong leaders who they hope to make the
change so that they don’t have to.
3 Levels of Consciousness
 The final level is TRANSITIVE
the subject amplify their power to perceive and
respond to suggestions and questions arising in their
context.
Their interest and concerns now extend beyond the
simple vital sphere.

2 STAGES

First: Naive Transitivity

Second: Critical Transitivity
Naive Transitivity
Predominated Brazilian urban centers during the
traditional period.
The subject with characteristics of:
 Over simplification of problems
 Nostalgia of the past
 Underestimation of the common man
 Strong tendency to gregariousness
 Lack of interest in investigation
 Accompanied by an accentuated taste for fanciful
explanations
 Fragility of arguments
 Strong emotional style
 Practice of polemics rather than dialogue
 Magical explanations
Naive Transitivity
 At this level one is able to make a distinction between
oneself and the outside world.
 Life is not seen as something that just happens to you,
but it gets contours in the sense that there are things
that are within your reach, and other things that
you think you need others for.
 They know that they can do something about their
situation, but is also convinced of not being capable of
a lot of other things as well.
 Problems are more or less seen as coincidences,
“accidents”.
 The difference between this level from the first and
second level of consciousness is that magical
consciousness has been transcended by a more
thorough understanding of the existing situation.
Naive Transitivity evolve to
Critical Transitivity
 As the process of Urbanization intensified, men were
thrust into more complex forms of life.
 As men entered a larger sphere of relationships and
received a larger number of suggestions and
challenges to their circumstances, their consciousness
automatically become more transitive.
 Achieving this step requires an active, dialogical
education program concerned with social and
political responsibility, and prepared to avoid the
danger of massification.
Critical Transitivity
During Brazilian transition, naive transitive consciousness
evolve to critical transitivity.
The subject with the characteristics of:
 Depth in the interpretation of problems
 Substitution of casual principles for magical explanation
 Testing of one's “findings” and by openness to revision
 Attempt to avoid distortion when perceiving problems and
to avoid pre convinced notion when analyzing them
 Refusing to transfer responsibility
 Rejecting passive positions
 Soundness of arguments
 Practice of dialogue rather than polemics
 Receptive to the new for reasons beyond mere novelty
and by good sense not to reject the old just because it’s
old – by accepting what is valid in both old and new
Critical Transitivity
 At The final stage is critical transitivity where the subjects
demonstrate the highest level of thought and action. They
believe that they themselves can make changes.
 Such people stop looking at problem as mostly individual
accidents but see them more as structural problems.
Critical consciousness involves making connections with
the socio-economic contradictions in society. It means
looking at reality and recognising such contradictions as a
fact.
 Understanding these three different levels of
consciousness is primary requirement to understand the
effective process of education. Taking Freire’s
concepts of literacy that enables one to read text and
context, the word and the world around it, one must
reflect upon today’s obsessive behavior towards
mastering movements; history; rhythms; different styles.
We need to design our educational process so that we
can make ourselves to be critically conscious about
the world and behavior. We need to be aware of what
we deserve and what we are getting. Instead of
depending on the super-spiritual power we should face
the problem with critical consciousness of our mind.
Stay fine, stay healthy, stay beautiful
…………… and keep smiling

THANK YOU!