Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
How do teachers feel about paulo freire's educational views
How do teachers feel about paulo freire's educational views
Paulo freire and goals of education
Don’t take our word for it - see why 10 million students trust us with their essay needs.
A Student’s View of Paulo Freire’s "Pedagogy of the Oppressed"
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.
In the problem posing concept the teacher and the students work together through communication. The teacher no longer just teaches and the students no longer just listen. They both are in dialogue and are able to teach and learn from each other. With this method the students are allowed to share their own ideas and freedom of expressions. When a student expresses his/her thoughts with others he/she is challenged and becomes more aware of his/her own reality, allowing transformation into the world of freedom and not domination. Jone Lewis cites Freire who says, "Education either functions...
... middle of paper ...
...ed to being shaped. The student must be able to be creative and see the world freely as a reality in progress. Freire also claims that this concept may be resisted by the oppressing classes to any changes in class. He insists that the banking concept of education is a ready- to- wear approach. A student is an object to be filled with pre-selected information. This approach he believed minimized a student’s creativity thus making him/her adaptable and more manageable in society. My feelings on these issues are truly mixed. I do believe that a student should be able to do more than reproduce pre-selected information while learning. On the other hand, I feel that it is important to learn the basic facts first. I do agree that the problem posing concept is effective in some subjects, however I think other subjects of education are better served with the banking concept.
Douglas talks about how people who refuse to learn about their situation do not want to face their oppression. However, Freire says nearly the same thing just that students believe they know everything from the whole banking concept idea. Another similarity that both these pieces present is the value of education in society. Douglas talks about the education prospective from his point of view in the 1800s which is very different from now but he still represents an argument. People should want to learn how to read and get a better understanding on their unfortunate circumstances. However, Freire’s point of view is from the late 1900s which is more recent then Douglas. Freire talks about how teachers need to change their style of teaching so students become more active in the classrooms. However, these pieces can be very different based on what is the social problem in both articles. Douglas faces the problem of race, since Douglas is African he was unable to learn how to read and write unless the lessons were given in secrecy. When Douglas learned how to read and write he tried to teach his people and they refused to so he lost faith and trust in everyone. Freire talks about the problem in the classrooms, how teachers need to get the students more active to help them feel a need that they are incomplete unless they are
Education has become stagnant. Intelligent individuals are still being molded, but the methods of education are creating individuals who lack free will. Through deep analytical understandings of education, both Walker Percy’s essay, “The Loss of the Creature,” and Paulo Freire’s essay, “The Banking Concept of Education,” have been able to unravel the issues and consequences of modern-day education. Despite creating clever people, Percy and Freire believe that the current form of education is inefficient because it strips away all sovereignty from the students and replaces it with placid respect for authorities, creating ever more complacent human beings in the long run.
An educational system should not control its students’ minds; instead, it should be arranged in a way that builds the students’ success with a goal to lead a person to conquer his/her purposes.
“Education thus becomes an act of depositing, in which the students are the depositories and the teacher is the depositor. Instead of communicating, the teacher issues communiqués and makes deposits which the students patiently receive, memorize, and repeat” (Freire 213).
Freier stated that the educator was taking away the power of the student to think on their own which turned them into “receptacles”. Freier wrote, “Narration (with the teacher as narrator) leads the students to memorize mechanically the narrated account. Worse yet, it turns them into "containers," into "receptacles" to be "filled" by the teachers. The more completely she fills the receptacles, the better teacher she is. The more meekly the receptacles permit themselves to be filled, the better students they are (Freier 216). It seems like these great authors such as Walker Percy and Paulo Freier criticize the role educators play in the education system and urge students to break free the conformity of the way subjects are taught in school and truly experience them through our own dialectical
Freire begins his critique by analyzing the relationship between teacher and student. The author suggests that the teacher is a “narrator” and students are mindless drones waiting to be “filled” with useless information. Freire expands on this idea, comparing the students to “depositories” and the teacher to being the “depositor”; the comparison indicating teaching is an act, not a collaboration. The author also
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.
Through Freire’s “ The Banking Concept of Education,'; we see the effects this concept has on it’s students and also we see the effects that the alternate concept, problem-posing has. The ‘banking’ concept allows the students to become vessels of knowledge, not being able to learn at a creative pace. By using communism, seeing through how education is taught in the classroom, it is parallel to Freire’s ‘banking’ concept. We can see that both ideas are similar and both were harmful to the human mind. While ‘banking’ poses the threat of creative growth and power, Marxism, which applies Marx’s ideas to learning in a communistic way, it creates the threat of never being able to learn.
In conclusion the problem-posing style to education is not only the most effective way in helping a student retain the information, but it also sets everyone, whether it be the teacher or the students, at equilibrium. I am not just speaking from my point of view, but also from Freire. We both came to the same conclusion and based our opinions off our own experiences. This style of education is very effective in expanding the minds of the receiver by making them more interactive in their learning rather than the typical lecture and take notes. In this style of education people teach each other and the teacher is not the only one enlightening the class with their knowledge.
In Paulo Freire’s essay “The Banking Concept of Education” he talks about how in education there is no conversation between the teachers/professors and their students. In this essay there are a few points I do disagree with, such as that there are some class in which there cannot really be any conversation or discussion, for example mathematics cannot be disproven because there are theorems and concrete facts, so teachers and professors have to teach for memorization. Another reason I disagree with Freire’s way teaching is because in the banking concept Freire is against when teachers are just telling students things and they are regurgitating them, but some students learn better using memorization for learning in the class room and also when studying. The next point I disagree with in Freire’s essay is he doesn’t really look at it from the teachers stand point, because in the United States at least the teachers are now forced to only teach certain points in their subject because of all the standardize testing that they now have in place, specifically grade school. The last thing in Freire’s essay that I disagree with is how he seems to kind of put down teachers.
The concept of banking education attempts “by mythicizing reality, to conceal certain facts which explain the way human beings exist in the world; problem-posing education sets itself the task of demythologizing.”. Banking education rejects dialogue. dialogue is necessary in order to develop students’ critical thinking ability.The problem-posing method contrasts from the banking method. It is when teachers and students come together to discuss questions and come to conclusions. This method is a lot more useful because one persons opinion or views can be challenged by other peoples beliefs. This leads to open discussion where new information can be attained. This discussion helps people truly understand the realism of the world and helps them be able to apply the information used in real life. People can subconsciously pick things up from this and they might not realize it until they apply it later on in life. Once they apply it in real life they will realize that the way they are educated was the right way because they are actually able to problem solve and think for themselves instead of simply repeating information that they received. It takes more skill and it is a lot more satisfying when you solve a problem for yourself throughout questioning the topic. It is a lot better than just repeating information because this information that you learned previously is now
Freire presents “problem-posing” system as an ever changing reality, facing challenges as interrelated to other problems expanding on critical thinking. In the film Todd Anderson’s character is portrayed as a shy nervous student. Keating taunts and pushes the young man to describe what he sees and feels when looking at a portrait of the poet Walter Whitman. Anderson creates this emotional poetic expression that starts from something he related to down in his soul, a fight with a blanket that is never quite big enough to cover and hide you. In the article “Cultural and Political Vignettes in the English Classroom: Problem- Posing, Problem-Solving, and the Imagination”, Jacqueline Darvin writes about a 7th grade classroom in East Meadow, New York middle. The students are asked to respond, imagining being in a difficult social situation and carefully considering their roles in the school community. One of the series had to do with bullying, the students not only respond including words, but actions as well. Darvin captures the following quote from Maxine Greene, in her classic Releasing the Imagination: Essays on Education, the Arts, and Social Change, writes , "It may be the recovery of imagination that lessens the social paralysis we see around us and restores the sense that something can be done in the name of what is decent and humane.” Only by giving students the opportunity to practice thinking and planning how one might respond to an uncomfortable situation brings one to actually respond and interact, instead of ignoring and not getting
Authors Freire and Edmundson have very similar way of thinking. Freire believes that students question the way that they are supposed to be taught instead of having a “banking learning mindset. Edmundson believes that the way that teachers are teaching currently is not stable and that the students are really the teachers because the teachers are not doing anything to stop them from being the disobedient in the classroom.
The second chapter described the "banking" approach to education in which Freire suggested that students were considered empty bank accounts and that teachers were making deposits into them and receiving nothing back. The banking concept distinguishes two states. In the first, the educator cognizes a cognizable object and prepares a lesson. During the second, he expounds to his students about it. (67) Freire argued that the underclass could be empowered through literacy. He also pointed out that education could be used to create a passive and submissive citizen, but that it also has the potential to empower students by instilling in them a "critical consciousness." (45) Freire wanted the individual to form himself rather than be formed.
Together with the teacher and classmates, students are given the opportunity to speculate and question the world around them and the world awaiting them. Within small peer groups, for instance, students are encouraged to discuss, share, and compromise. The teacher is there to encourage this process, rather than to provide prescribed solutions. Similarly, the learning environment is collaborative and democratic, giving opportunities for all to speak their minds and receive feedback from peers as well as the teacher. This continuous loop of feedback, potentially positive or negative, serves as the means of assessment for problem-solving based instruction.