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Pedagogy of the oppressed reflection paper
Outline of paulo freire pedagogy of the oppressed chapter 2
Outline of paulo freire pedagogy of the oppressed chapter 2
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Recommended: Pedagogy of the oppressed reflection paper
“The most important attitude that can be formed is that of desire to go on learning” (Dewey). What I mean to say is, the quality of education received is greatly dependent on the learner’s outlook and determination to acquire knowledge. The student must have a desire to go beyond the teacher’s lesson plans. This is a concept discussed in Pedagogy of the Oppressed, a book written by Paulo Freire, a Brazilian educator and philosopher. More specifically, the article discusses teaching techniques such as, “banking” and “problem-posing” education. Several questions may be asked from the teachings of the Brazilian philosopher. Such as, how does Freire’s discussion relate to the theme of education for democratic citizenship? In addition to, how do these concepts relate to educational practice? My goal is to answer these particular questions, but first I must define the terms banking and problem-posing education. …show more content…
Unfortunately, I know this technique all too well considering I was raised upon it. While reading Pedagogy of the Oppressed, flashbacks to my years in middle school and high school flooded, and, ultimately, refused to escape my thoughts. As stated by Friere, the students are mere objects that do not receive any true knowledge of the world. “Narration (with the teacher as narrator) leads the students to memorize mechanically the narrated content. Worse yet, it turns them into ‘containers,’ into ‘receptacles’ to be ‘filled’ by the teacher”(Friere 53). To simply take in information does not allow for Conscientização, or in depth understanding of the
Paulo Freire questions the theory that education is just a basic process consisting of just teaching between a student and teacher in Pedagogy of Hope. The text elaborates on the multiple components of teaching. Freire makes a valid point that the teaching style is an imperative factor in whether the student is able to comprehend the material. He lists four types of teaching styles. The first, authoritarian, the teacher is dispassionate to any input from the student. The second, permissive, allows the student full control of their learning with little to no teacher input. The third, intellectualism, is where the teacher is enamored and overwhelmed by the content of the teaching. The most important of the styles to Freire is dialogic/dialectic, engaging both the student and teacher in the content taught. This style is imperative to the students of today’s society because of the need to be free thinkers able to analyze critically and dialogic/dialectic is the only style with the capabilities to influence the mind.
Paulo Freire and John Henry Newman both present two different styles of education. Freire proposes the implementation of the problem-posing style. Problem posing promotes the teacher-student relationship being a cooperative relationship. Newman proposes and defends the methods of liberal education. Liberal education seeks to improve the mind and seek truth and knowledge for its own sake. Both styles favor freedom over order and thus both liberation education and liberal education were met with resistance when they were introduced. Newman was challenged by those who favor professional education. Newman wrote essays and showed how Oxford University could prepare students for both the workplace and society. Freire was challenged by the Brazilian government and showed that revolution is necessary for the advancement of the impoverished. Both concepts of education are different in some ways and very similar in many others.
Education is defined as, “The act or process of educating or being educated, the knowledge or skill obtained or developed by a learning process, a program of instruction of a specified kind or level, the field of study that is concerned with the pedagogy of teaching and learning, as well as an instructive or enlightening experience” (No author). People begin their education from day one till the day they die. Every day we learn new things in different ways. Whether someone is just telling us some random fact or you are sitting in a classroom being lectured by a professor. The main focus of this classical argument involves the learning that is done in the classroom or lecture hall in the schools of America today. The question arose as to which style of teaching is most effective in sparking the minds of the receivers to make them become transformers of their education? Would the “banking concept” of teaching be more effective, where “the scope of the action allowed to the students extends only as far as receiving, filing, and storing the deposits” (pg. 260). Or would the “problem posing” style of teaching be the most effective, where by “responding to the essence of consciousness—intentionally—rejects communiqués and embodies communications. It epitomizes the special characteristic of consciousness” (pg. 265). In this essay I intend persuade you the audience to take in my experiences and the experience of two other authors, whom I will be showing you later, and take a look from my point of view.
Freire was one of the most radical insistent educational thinkers of his time. He proposed his own educational theory for society. His argument was for an educational system that focused on creative learning and freedom. Freire’s method was known as "the problem posing" concept. It would allow students and teachers to communicate through dialogue while both are equally responsible in the learning process. Freire’s assessment of education did not support a system that mechanically deposited and reproduced pre-selected information with no communication or dialogue from the student. He feared this would manage and oppress society. This method was known as the "banking" concept. I am of two minds about Freire’s claim that the problem posing concept is most effective. On the one hand, I do agree that the problem posing concept is often effective in the freedom of creativity in certain subjects such as art and creative writing. On the other hand, the banking concept is a necessary evil because it sets down the foundation of education in subjects such as English, science, and mathematics.
The book is divided into 4 chapters and they deal accordingly as follows; the revolutionary context, the method of learning which the oppressors favour (in this case referring to the South American context at the time the book was written), which is more known as the banking system of education and consequently the alternative counter theory of the problem-posing education which Freire suggested. The 3rd chapter then goes on to provide practical examples from the South American system of education which he worked on with regards to the theories he advocated and the last chapter describes the two opposing theories of cultural action; the ‘dialogical’ and ‘antidialogical.’
In today’s society, schools in wealthy communities are better than those in poor communities, higher income schools are simply better at preparing their students for their future. In the reading “The Banking Concept Of Education As An Instrument Of Oppression” by Paulo Freire, he believes that teachers are depositing information into their students. He states that there are two educational systems, the “banking concept” is when teachers are filling their students up with information but the students aren’t fully understanding the material. On the other hand, the “problem posing concept” is when the teacher lets the students communicate with each other. It opens the classroom to a learning environment. Especially when students are more comfortable enough to ask the teacher a question. Esentionally he prefers the problem posing concept. Futhermore, “Social Class and The Hidden Curriculum Of Work” by Jean Anyon an educator at Rutgers University, Newark. She researches how students of different economic backgrounds are interacting with school work and teacher interaction in their elementary schools. Also, she supports her research by looking at the various ways public schools provide particular types of knowledge and educational experiences of the different social classes.
Discussing the teacher-student relationship, Freire (1995) advocates that liberating education consists in acts of cognition, not transfers of information (p. 57). Throughout the text, he classifies two kinds of educational ideologies—the banking concept of education and “problem-posing” education. In the book, he lists several characteristics of banking theory. He argues that one feature of this educational ideology is that the teachers work as narrators in the classroom, which leads students to memorize mechanically the narrated content (1995, p. 53), and eventually turn students into receptacles and depositories. Apart from inquiry, this ideology projects an absolute ignorance onto others (1995, p. 57). As a result, banking theory and practice minimize students’ creative power and to stimulate their credulity servers the interest of the oppressors who neither to have the world revealed nor to see it transformed (1995, p. 58). On the other hand, taking the people’s historicity as the starting point, problem-posing education emphasizes the equal and positive relationship between teachers and students, in which teachers are no longer the ones who teach, but ones who are in dialogues with the students who in turn while being taught also teachers (1995, p. 65).
“By Achieving this awareness, they come to perceive reality differently; by broadening the horizon of their perception, they discover more easily in their background awareness the dialectical relations between the two dimensions of reality,” (Freire, 115). Paulo Freire’s, Pedagogy of the Oppressed, was written over three-thousand years after Plato and his own work, The Republic, but the two contain very similar messages. Freire proposes to his readers that the oppressed are being dehumanized. With this dehumanization follows a lack of education and the oppressed peoples understanding of liberation. Although modern terminology such as ‘banking education’ and ‘problem-posing’ replace creative stories of caves and shadows figures, many of Plato’s
As a human being, everyone has rights which protect and support them for their identity. Each person has his own identity, each institution has its own identity, each community has its own identity, and each race has its own identity. So everywhere we live in our society has identity. Identity is a privilege and everyone needs it. In educational field, two forms of educational systems emerged out through Paulo Freire’s essay “The Banking Concept of Education” in which he explores the role that schools and educational system play in the production of national identity. The purpose of this article is to address the problems of education system which face in community. In this article, he presents the analysis of the teacher-student relationship.
In Freire’s essay The “Banking” Concept of Education, Freire highlights two differing forms of education: banking and problem posing. The banking concept is one in which the students are only being “filled” by the teachers’ transferal of information. This type of education resists dialogue and suggests that the students are only objects in a passive setting. Often this causes certain facts to be concealed and a lack of true critical thinking, especially about reality. On the opposite side of the spectrum, problem posing encourages communication. In the style of education, there is an evident student teacher relationship in which, in a sense, both are being taught. Students are being challenged by the teachers, but at the same time, there is
Man is created in the image and likeness of God. The purpose of his existence is to reach his full potential, that being to live a life that is more human, more Christian a life that is similar to that of Christ's. Thus, our existence revolves upon loving and inculcating our knowledge in the minds of others. These Christian concepts is essential in Fr. De Torre's discussion of the perfectibility of man through education.
Paulo Freire, born in 1921, was one of the most influential figures of the 20th century in the field of sociology of education. A native of Brazil and born to a middle-class family in Pernambuco, he taught Portuguese in a secondary school before publishing (as one of the foremost founders of critical pedagogy1) his seminal work Pedagogy of the Oppressed. This book is a study of education in the Third World, particularly Latin-America2. It illustrates a liberatory and revolutionary theory that identifies current deficiencies in teaching methods under the umbrella term ‘banking education’, and describes a philosophy that would liberate and empower – through the cultivation of critical thinking - those victimised by such methods. He views educational philosophy in a greater sense than merely the oppressor and the oppressed.
In Freire’s Pedagogy of the Oppressed, Freire often talks about two contrasting teaching styles. One involves a banking concept where the teacher lectures all of the time and tries to put the information into the student’s head as if he/she was a robot.
In the passage of Pedagogy of the Oppressed, Paolo Freire clearly critiques the conventional way of education describing it as a form of “banking.” Freire not only presents the method of education as a way to suppress individuals, but he also gives an alternative form of education, which he calls “problem-posing education.” In the banking education, the teacher passes down information to the students in a form of narration, where students just receive the information and retain it. The problem-posing education is totally the opposite of the banking education. In this education, students are not just receiving information from the professor, but they are creating and developing new knowledge. According to Freire, in the problem-posing education the teacher acts just as the mediator/ facilitator and sometimes brings up ideas, yet students are encouraged to develop critical skills that goes with their human nature, rationality.
Paulo Freire major ideas on education and his thoughts have left a significant impact on educational practise, informal education and popular education in particular. In this part of the essay I’m going to assess these impacts and then shortly examine some of the critiques that can be made out of his work. There are a few aspects of Paulo Freire work that I’m going to discussing; they are dialogue, praxis, conscientization, experien...