Critical Pedagogy "Education must be understood as producing not only knowledge but also political subjects." This statement by Paulo Freire is very bold, and can be translated in many different ways. First, the word knowledge can be understood in many different ways. By definition, knowledge is defined as: the acquaintance with facts, truths, or principles. This knowledge according to Freire would be entirely based on a receptacle idea of education, and just "filling us up" with facts that our teachers know. In some countries this knowledge would mean only the information that the government or the rulers would like the citizens to know. In this sense, education is used to create subjects that are all exactly the same. It creates subjects that usually would not deviate from the normal pattern, and would definitely not rebel against the system. Knowledge can also be something that each person establishes individually by experience and by learning from teachers who do not teach in the banking method, but in a method to help students understand concepts, principles, and ideas. The idea of education creating political subjects is also up for argument. A subject can be defined as: a person who is under the domination of a sovereign or a state. This means someone who is forced to live their life according to a government, and obey certain laws. No one should have to be forced to live and think only in a way that is acceptable to a government or political power. Everyone is an individual, and can ultimately make decisions for him or herself. If one’s way of thought is dominated or ruled by anything or anyone, then the individual is the one who is allowing this to happen to himself. He does not want to be free. He does not want to be an individual. People who wish to be individuals will never allow their thoughts and minds to be dominated by a political power. They may be persecuted for their deviance from the accepted way of life, but they will never allow someone else to rule the way they think. This has been shown through many great historical figures. For example, Mahatma Gandhi was forced to be a political subject under the rule of political leaders, and was persecuted because of his thoughts and actions. Throughout his hardships he persevered, and did not let anyone control his thoughts and his mind.
Mark Twain is considered one of America 's most highly regarded literary icons. He upholds this status by utilizing parallelism to include bits of information about himself in the novel. Throughout the story, Twain keeps a sort of idol-influenced motivation
“Education either functions as an instrument which is used to facilitate integration of the younger generation into the logic of the present system and bring about conformity or it becomes the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world.” – Paulo Freire, Pedagogy of the Oppressed [retrieved October 8, 2017 from https://www.goodreads.com]
According to the speakers in the film, the purpose of education is to have a well-informed public that can be active members of society and participate in the democratic process. The main priority of many schools thoughtout the United States is to teach to the standard tests and to concentrate heavily on language arts and mathematics. Many of the teachers in this film believe that the focus should be more balanced and should have more focus on civic education and having a more informed student. These teachers believe starting as early as kindergarten and integrating civic education into every subject in school.
Mark Twain was a free spirit with a love for the outdoors, Twain had felt closely tied to the grand Mississippi River. Mark Twain was so tied to the river that he took to his pen name from a river people used to call that meant “ two fathoms deep”. Twain grew up in the city of Hannibal, Missouri a town located directly off of the river. Mark was so in love with the river and steamboats he pursued his dream and at the age of twenty-one he became a riverboat pilot. During the civil war the Mississippi river was closed to all traffic so Twain decided to pack up and head west to Nevada. This is where Twain took to journalism and began to develop the style of writing that made him, so famous
Education is in itself a concept, which has changed over the millennia, can mean different things and has had differing purposes according to time and culture. Education may take place anywhere, is not constrained by bricks and mortar, delivery mechanisms or legislative requirements. Carr (2003. p19) even states, “education does not necessarily involve teaching”. Education, by one definition, is the act or process of imparting or acquiring general knowledge, developing the powers of reasoning and judgment, and generally of preparing oneself or others intellectually for mature life (education, n.d.).
Samuel Langhorne Clemens, also known as Mark Twain, was a world famous novelist whose works are still read and praised. Twain was a renowned American writer who wrote about his personal experience of the world and surroundings. In Twain’s memorable life he was a confederate soldier, a printer, a gold digger, business man, a riverboat pilot and above all he was a natural writer, who self-taught and entertained. His literary works are famous for their lifelike details, humor, and characters. Mark Twain is not just famous for his writings, but his achievements, home life, and greatest accomplishments are what has made him the famous writer known today.
The American Dream has changed; it is no longer the same as it was fifty or even one hundred years ago. Today, people not only search for prosperity and wealth, but they also search for happiness, equality, and determination. The American Dream is for everyone, not just the rich. The term “The American Dream” is a term used to describe the American way of life in general. It is a noun stating “the idea that every US citizen should have an equal opportunity to achieve success and prosperity through hard work, determination, and initiative.” Dreams are not limited to just one social class, everyone has a different version of the American Dream but they all work together in a community to create an organized, working society. A dream is a cherished aspiration, ambition, or idea that is open to anyone.
At the young age of twelve, Twain lost his father. Ever since the loss of his father, he began to work in various jobs. From starting as “an apprentice, then a composer, with local printers, contributing occasional squibs to local newspapers” (“Mark Twain”). The early start of responsibility was just the beginning of his career. During the time, he was working for the newspaper, for six years in the newspaper company, he “finally ended up as an assistant to his brother, Orion” (“Samuel Langhorne Clemens.”). He stayed in Iowa by his brother’s side until he
The Disadvantaged Business Enterprise is one great program to bring equality to business, especially those who really need it. Aside from giving opportunities, the program benefits the government in terms of its transportation performance and satisfaction from the citizens who use transportation in a state or even in the whole country. It’s a way of giving back or paying it forward – a great business arrangement that benefits everybody and a definite win-win situation for both parties.
Samuel Langhorne Clemens, better known by the pseudonym Mark Twain, has been central to American literature for over a century. His seemingly effortless diction accurately exemplified America’s southern culture. From his early experiences in journalism to his most famous fictional works, Twain has remained relevant to American writing as well as pop culture. His iconic works are timeless and have given inspiration the youth of America for decades. He distanced himself from formal writing and became one of the most celebrated humorists. Mark Twain’s use of the common vernacular set him apart from authors of his era giving his readers a sense of familiarity and emotional connection to his characters and himself.
Samuel Clemens is known by many as the father of American literature. He is better known by his pen name, Mark Twain. He begins his career at a very young age, getting a job as an occasional writer and editor by age fifteen. After joining the Confederate army for a brief period of time, Twain has dreams of heading out west, and is highly disappointed when he ends up broke. Soon after, his work printed in several newspapers and magazines. By the age of thirty four, he is one of the most famous American authors.
The ability to reflect critically on one’s experience, integrate knowledge gained from experience with knowledge possessed, and take action on insights is considered by some adult educators to be a distinguishing feature of the adult learner (Brookfield 1998; Ecclestone 1996; Mezirow 1991). Critical reflection is the process by which adults identify the assumptions governing their actions, locate the historical and cultural origins of the assumptions, question the meaning of the assumptions, and develop alternative ways of acting (Cranton 1996). Brookfield (1995) adds that part of the critical reflective process is to challenge the prevailing social, political, cultural, or professional ways of acting. Through the process of critical reflection, adults come to interpret and create new knowledge and actions from their ordinary and sometimes extraordinary experiences. Critical reflection blends learning through experience with theoretical and technical learning to form new knowledge constructions and new behaviors or insights.
The thesis of Stephen D. Brookfield’s book, Becoming a Critically Reflective Teacher, is that teachers usually have specific assumptions about what effective teaching really means and what it entails. In this regard, teachers embark on imparting knowledge and new skills to their students based on what they assume to be the best approaches as appertains to effective teaching. Additionally, Brookfield (1995, p. 9) goes on to propose that these teachers never really pose to examine the nature of these assumptions, which essentially guide the way they intuitively instruct their students. Some of these assumptions might be well-meaning but they might not necessarily translate to effective teaching. This is especially the case where the students being taught are either specialized or prone to holding their own opinions regarding the effectiveness of their teacher, which then affect the way they respond to a specific teacher’s lessons.
Education is generally seen as a formal process of instruction, based on a theory of teaching, to impart formal knowledge to one or more students (Cogburn, n.d.). Henceforth, individuals seek to acquire some form of schooling from pre-school through secondary school while others may go on to tertiary to better him or her in some way. A definition of education according to the Oxford Advanced Learner’s Dictionary is that education is “a process of teaching, training and learning, especially in schools or colleges, to improve knowledge and develop skills.” Where education in the common parlance has become a process of adding layers of one’s store of knowledge, the true aim of education is to call forth that which is essential to the individual (White, 2006). Furthermore, and according to Coombs and Ahmed 1974, education is a continuing process, spanning the years from earliest infancy through adulthood and necessarily involving a great variety of methods and sources. Education also involves inculcating in students distinct bits of knowledge; therefore education is an additive process (White, 2006). It adds to an individual as well as it adds to a country through the individuals who are and would have been or are being educated. According to a study conducted by Olaniyan and Okemakinde 2008, education creates improved citizens and helps to upgrade the general standard of living in a society. Furthermore, education plays a key role in the ability of a developing country to absorb modern technology and to develop the capacity for self-sustaining growth and development (Todaro and Smith, 2012).
Education is a vital part of society. It serves the beneficial purpose of educating our children and getting them ready to be productive adults in today's society. But, the social institution of education is not without its problems. Continual efforts to modify and improve the system need to be made, if we are to reap the highest benefits that education has to offer to our children and our society as a whole.