The process of moving toward and creating a more just and humane would have to begin with education. However, it also seems that creating a just future would also necessitate the creation of many different systems of government throughout the world. If just one system existed, anyone who would not choose that system for themselves may begin to feel or actually be oppressed for a lack of conformity. Furthermore, some people just have such vastly different ideas of ‘just’ and ‘justice’ that they cannot be combined into one system. Thus, through a sort of dialogical education system, people can discover which system they most support and why before choosing where to live.
Theorists, like Iris Marion Young, want political systems to accept differences while maintaining equality between various groups. This could work within political systems but there would be problems. The main problem I notice is that there are occasionally irreconcilable differences between groups. If a group of people firmly believe the only just political system in the world is communism as described by Marx and Engels than those who disagree with them will not be heard if they are not in power. Similarly, if a group of people believes that a single monarch is needed to run a government they will not listen to those who argue for a pure democracy. These discrepancies will only lead to the oppression of a group or groups if one argues for a single, man-made political system. This is why I believe more than one would be needed in conjunction with different forms of economies. Internationally, these nations would be able to negotiate with one another and they could each work to ensure no one within their nation is oppressed. Each would need to be attuned to the p...
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...ucation would continue to be important for children to formulate their own ideas about the most just system and it might even expand to include time where students go to different nations to experience a different system so that they can better inform their opinion.
References
Freire, Paulo. 2012. Pedagogy of the Oppressed. New York: Continuum International.
Locke, John. 2009. “The Second Treatise of Government.” In Morality and Moral Controversies: Readings in Moral, Social, and Political Philosophy, 8th Edition, edited by Steven Scalet and John Arthur, 369-75. Upper Saddle River: Pearson Education, Inc.
Marx, Karl and Friedrich Engels. 2009. “The Communist Manifesto.” In Morality and Moral Controversies: Readings in Moral, Social, and Political Philosophy, 8th Edition, edited by Steven Scalet and John Arthur, 465-73. Upper Saddle River: Pearson Education, Inc.
...and ultimately the development of each and every student who needs to be taught how to be productive members of society who do not have to rely on outside influence, but can be independent adults when they graduate.
Language always conveys a message. Language can convey a message that is full of manipulation. In Robin Lakoff’s essay, “Everybody’s a Politician”, she discusses how manipulation is used in day to day conversations, even if one is not intentionally trying to manipulate. Language can be used to dominate others. In the essay, “the Language of Oppression” by Haig A. Bosmajian, he explains the power of using names to define others. Language can change the way a person thinks. In the same essay, “the Language of Oppression” by Haig A. Bosmajian, he also discusses the way someone thinks can be changed by language. Lastly, language has the power to degrade an individual. In another essay, by Robin Lakoff, “You Are What You Say”, she explains how
Oppression is a term which has been used all around the world for many years, but not everyone knows what it actually stands for which is the inequality between people giving off two famous terms known as the oppressed and the oppressor. Regardless of this, for the same amount of time, people have been dealing with oppressors in a wide variety of situations both in the public and private life. In the book The Pedagogy Of The Oppressed by Paulo Freire, Freire discusses the relationship between the oppressed and the oppressors. He noted that society scares the freedom out of the poor and powerless. According to Freire, freedom is the outcome of the informed action, which he referred to as the praxis. Oppression can be seen in the limit rights some women have around the world.
In 1970, Paulo Freire caused extreme discomfort throughout the academic community, when the novel Pedagogy of the Oppressed was published. In one memorable chapter, Freire confronts not only the education system but also the overall concept and misfortunate consequences of what he calls “The Banking Concept of Education”. This ideal involves the educator (often referred to as the ‘oppressor’) preaching information as the students submit to note taking and memorization. Pedagogy of the Oppressed suggests, quite convincingly, that this method causes and also reciprocates a system that is actually completely unreceptive to education itself. Paulo Freire proposes another method known as the problem-posing method. While the problem-posing method vastly improves banking method ideas, Freire is ambiguous in his explanation of problem-posing, making it nearly impossible to view problem-posing as a viable and practical solution. The key to education is taking the style of the banking method while implementing the curriculum with a problem-posing backbone.
To find an example of such a system established, read the "Declaration of Independence", The Federalist Papers, and The Anti-Federalist Papers. In those documents lie the foundations of federalism, the only form of government which allows for the perfect balance of individual and collective interest.
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.
Paolo Frieri’s 1968 work Pedagogy of the Oppressed is a comprehensive Marxist class analysis of the relationship between the oppressor and the oppressed, and while written nearly half a century ago in the context of poor and illiterate Brazilians, this dynamic is perhaps just as relevant today in the industrialized West. Frieri was particularly interested in the close affinity between education and liberation from oppression, but understood that certain educational philosophies lead to liberation’s dichotomous sibling – the upholding, and even strengthening, of the social institutions causing oppression. These ideas provide valuable insight into the ramifications of the growing expectation for all American students to attend college and explain how that very expectation may be eroding the foundational principles of higher education.
Before looking at the role of education in a just society, justice must first be defined. Socrates argues to Glaucon that “Justice will be admitted to be the having and doing what is a man’s own and belongs to him.” Socrates believes that being just means, in short, minding one’s own business and not getting involved in another’s work. For example, Socrates states “The opposite of [injustice], own-dealing of each class, moneymakers, assistants and guardians, each one of these doing its own business in the city, would be justice and would make the city just.” An auxiliary should not be getting involved with the work of a guardian, and vice versa. If each individual does not mind his or her own business, then the city is unjust. If each individual does mind his or her own business, then the city is just. In my opinion, the meaning of justice is more complex that just “doing its own business.” To me, justice is more closely related to fairness, in that no person should be treated as though they are above the law. Each person should be punished and rewarded accordingly to their actions. My definition fits into Socrates’ definition in that each person should be treated for who they are and fairly, despite ...
Humanization, dehumanization, oppression and oppressors are all main concepts in the opening chapters of pedagogy of the oppressed by Paulo Freire. Freire entertains the idea that school system oppresses students through dehumanization tactics and curriculum. Terry Wotherspoon in The Sociology of Education in Canada explains that teachers and students are the agents in schooling, and subsequently affect each other. The teacher-student relationship has been examined closely and both Wotherspoon and Freire have important ideas on what it entails. Without the understanding and analysis of how teachers and students relate, it is impossible for us to make any positive, and progressive changes to education.
In chapter 2 of Paulo Freire’s book Pedagogy of the Oppressed, the chapter focuses on two concepts of education, banking and problem posing. Freire points out that “banking” deposits information into the student, with no allowance of questions or discussions, which in turn “oppresses” the students as individuals. He believes this form of education inhibits students as human beings, and is essentially more harmful to both the student and the instructor. He expresses that this form of education leaves the students being oppressed by the instructors, as well as the instructor, in essence, oppressing themselves by allowing no room for inquiries or personal growth on either party, because neither students nor instructors utilize critical thinking.
Pedagogy of the Oppressed is a nonfiction book by Brazilian author Paulo Freire. The book is best known for its philosophical concepts on oppression as it pertains to education. Since the book 's first publication in 1978 it has become a worldwide staple for educators and activists alike, who strive to conquer the problem of oppression in its many facets of life. Pedagogy of the Oppressed is an eye-opening and life changing book that should be a requirement for all future educators in order to ensure success in creating a liberating and humanizing education system.
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.
For long periods of time, education has been important to the development the different scientific, moral and ethical fields of the humanity. In addition, it has been recognized by some governments as a human right, but in some places around the world; education is not accessible for everyone. Many people believe that having an educational system without any cost would mean a better educated society, whereas others argue that this would not be possible. To develop a better educated society, governments should establish a totally free education system for the following three reasons.
Brazilian Paulo Freire wrote the book Pedagogy of the Oppressed in 1968. The book quickly began a conversational topic among educators, students, policy makers, administrators, academics and community activists all over the world. Freire's Pedagogy of the Oppressed has been translated into many languages and is banned in a number of countries.
Nelson Mandela once said,“Education is the most powerful weapon which you can use to change the world”. Education is the process of gaining information about the world. Education gives us knowledge of the world around us and changes it into something even better. Access to education is the foundation of a democratic society, because it provides an opportunity for all to achieve the American Dream, ensures equality and justice, and allows for our country to compete globally for a prosperous future.