Paulo Freire's 'Pedagogy Of The Oppressed'

760 Words2 Pages
bulb-icon

Recommended: Implications of banking concept in education

In the article, Pedagogy of the Oppressed, Paulo Freire disagrees with the way education is being conducted because students are not given the opportunity to think for themselves. Teachers do all the thinking, and students are expected to store all the information. Freire describes the education system as the banking system, an act of depositing. Freire says the banking system is the wrong method because it hinders intellectual growth. He then proposes a new method of “problem posing” education which he believes is more effective and fair. With this method, students are responsible for understanding the materials they are being taught instead of adapting the teacher’s style.
Freire illustrates his claim by using the relationship between a student(object) and a teacher(subject) as his prime example. The banking system is set up in a way where teachers are there to feed students information they were once fed by their oppressors. The students are then forced retain that information. Students often don’t get the opportunity to the filter what they believe is right, wrong, or even important. The facts forced upon students are often detached from reality. These facts give students no form of knowledge about what is going on in their society. …show more content…

Education needs to become an inquiry process between teachers and students. Doing so will decrease all the teacher-student contradiction. Students will then discover that they have the power to educate teachers. Rather than fitting into the world as it is, students will become knowledgeable about their society and shape it to what it could be. Students who are well informed about their world will develop into participatory citizens who are eager take action of responsibility and work toward improving their society and the world since they are aware it. Freire supports this system as the only concept

Show More
Related

  • Banking Concept Analysis

    1716 Words  | 4 Pages

    Freire disagrees with the traditional form of education when he says, “Oppression...is necrophilic; it is nourished by love of death, not life. The banking concept of education, which serves the interests of oppression is also necrophilic” (Freire 261). Freire argues that learning via oppression is the death of learning. Oppression is necrophilic, as Freire says, because, instead of appreciating intelligence, people hang onto the death of language and education. To some this may not seem important, but there is a death of learning and the practice of learning. The Banking Concept is not the way to teach. Oppression in teaching is more prevalent than thought. An example of this is when people only call attention to pitfalls and negativity instead of cherishing positivity and successes. This is not a beneficial environment for the majority of people. Freire and Plato both illustrate that darkness and oppression symbolize the dearth of

    Read More

  • The Freethinking Student of Dialogic/Dialectic Learning

    1052 Words  | 3 Pages

    A student and teacher should be able to openly communicate or discuss the content and/or topic in class. To begin the educating process, one must set the correct tone and setting for it. Education is supposed to be an “experience”. An experience is supposed to engage all that are involved in it. “That every reader, everyone engaged in any teaching or learning practice, explicitly wonders about his or her work as teacher or pupil, in mathematics, history, biology, or grammar classes, is of little importance. That as teacher or pupil in the experience of the critical instruction in content that all explicitly engage a “reading of the world” that would be of a political nature, is not of the highest necessity” (Freire 49). ...

    Read More

  • The Banking Concept of Education and The Achievement of Desire

    1470 Words  | 3 Pages

    In this method of education, according to Freire, students never think critically or develop ideas. The second type of education is labeled “problem-posing”. Freire makes it very clear that he is an advocate of the “problem-posing” method of education. He believes in encourages communication and better comprehension of what the students are learning. “Yet only through communication can human life hold meaning…the teacher cannot think for his students, nor can he impose his thought on them” (Freire 216). Freire argues that the only real form of educatio...

    Read More

  • Exploring Truth: Insights from Plato and Freire

    1469 Words  | 3 Pages

    Freire suggests a "problem-posing education" solution to this education epidemic where the relationship between the students and the teachers are evened and each can take on the others roles. Through dialogue one can become more liberated to think and question. Creating thinkers can create world changers, transformers, and more educated

    Read More

  • Paulo Freire's The Banking Concept Of Education

    1357 Words  | 3 Pages

    One teacher may adopt the banking concept while the other may utilize the problem-posing concept. However, while problem-posing education generates creativity by giving students the ability to communicate, banking education does not. Freire asserts that in the “banking” concept of education, “the teacher chooses the program content, and the students (who were not consulted) adapt to it” (217). Freire indicates that students, who are victims of banking education, have no control over how an instructor chooses to teach. Therefore, creativity is destroyed by the fact that it was not even permitted in the first place. Students are not able to express their opinions or solve problems using their own methods because in order to pass the class, students not only need to adapt to the teaching style of their professors but think like them too. Freire’s quote relates to experiences I have had with “banking” teachers throughout my twelve years of formal education. Those teachers only taught using textbooks, therefore, they insisted that the textbook was always right. If I were to solve a math problem using a technique different from the book, then I would not get points for the problem even though my answer was right. And if I were to interpret an open-ended essay different from how my teacher would then my interpretations would be wrong. By doing this, my teachers destroyed my creativity. I was prohibited from my own thoughts and penalized if I expressed them. The only alternative for me was to become a “robot” that followed the orders of authorities, but being a “robot” was not something I was ashamed of. In fact, my role as a “robot” led me to better understand the “drama of Education” in which teachers attempt to “regulate the way the world ‘enters into’ the students”. I was able to figure out that my own teachers had tried to handle the way the world “entered into me” by

    Read More

  • Herbert Marcuse: The Theory Of Empowerment Theory

    809 Words  | 2 Pages

    His works focuses on the awakening of consciousness in people as a way to empower people to believe they deserve change and can achieve it. Freire argues that the development of critical awareness is essential in order for transformational politics to take place in society. He discusses how in order to facilitate in the development of critical awareness of the oppressed, that the oppressed must acknowledge that they are indeed oppressed. This is done through the praxis method, a process where the oppressed has discussion about their lives, realities, and norms with a facilitator. After the discussion with the facilitator they reflect on their experiences and recognized the oppression they’ve experienced. They are now aware of the unequal power dynamics they’ve experience, and can action to change the system of

    Read More

  • Paulo Freire's Essay: The Banking Concept Of Education

    1363 Words  | 3 Pages

    In the Freire’s “the banking ‘banking’ concept education.” he interpreted that teacher deposit themselves contains reality to students, and take the concept as if reality although it is far away from our life. This kind of education model led students to adapt the world, but not judges the world personally. T The capability of banking education to minimize or annul the students’ creative power and to stimulate their credulity serves the interest of the oppressors, who care neither to have the world revealed nor to see it transformed (Freire, Pg.217). The process of teacher’s teaching just an information transition, this act make students away from real life and world. Hence, banking education makes people apart from praxis. Apart from the way to be a fully human being in the real

    Read More

  • The Banking Concept Of Education In Paulo Friere's Dead Poet Society

    1390 Words  | 3 Pages

    Paulo Friere’s essay “The ‘Banking’ concept of education” is a short passage from his book "Pedagogy of the Oppressed" that explains the two primary types of education that exist according to Friere. Friere describes the two types of educating as the banking concept, which is briefly described as the transfer of the knowledgeable teacher, to the ignorant student "Education thus becomes an act of depositing, in which the students are the depositories and the teacher is the depositor." (Friere 1), and the problem-poser, which he describes as two way communication in which the students and teacher both teach and learn from one another "Through dialogue, the teacher-of-the-students and the students-of-the-teacher cease to exist and a new term emerges: teacher-student with

    Read More

  • Comparing Banking Concept Of Education By Paulo Freire And Richard Rodriguez

    1045 Words  | 3 Pages

    Freire talks of his home country of Brazil, and the primary method of education used there as being one in which students are treated as objects that need filling with information instead human beings with varying opinions and experiences. There was a belief that essentially all students learn best this way. However, Freiere saw it as more than that and tied the method to socioeconomic and political oppression. His view was that those in charge wanted to stay in charge, and that the best way to do so was to keep the people truly uneducated, or as Freire refers to them as becoming automatons, and disenfranchised. He saw the teachers as oppressors due to his experiences in his own educational career.

    Read More

  • Banking Concept Of Education Summary

    651 Words  | 2 Pages

    In “Banking Concept of Education” Paulo Freire criticizes the “dehumanization” of the present day education system and its effects on those who are part of it. He begins by stating that in the current learning style there is a clear divide between teacher and student, where the teacher is the ultimate authority in both discipline and supposed knowledge. The teachers perceive their students as empty bank deposits that simply need to be filled with static and unquestioned “knowledge”. The students memorize all the information that the teacher gives, yet the content is meaningless to them because they are taught not to think about it or explore its true significance. Freire labels the system an oppressor because it remove creativity from the students and molds them into mechanical beings.

    Read More

  • Goethe’s Statement

    871 Words  | 2 Pages

    Teachers help us expand and open our mind by giving us skills throughout students’ early life to help students when they are older. By learning information from teachers, students become better people, in a couple of ways. Besides inquiring knowledge from their teachers, students learn to work with one another, open their mind to other peoples’ thoughts and ideas, respect one another, and learn different techniques for life’s issues.

    Read More

  • Pedagogy Of The Oppressed Chapter 2 Analysis

    1029 Words  | 3 Pages

    The book Pedagogy of the Oppressed by Paulo Freire, chapter 2, is mainly focused on the problematic educational system. He compares two methods of teaching that is prevalent in today's society, Banking and problem posing. This is what he refers to as the Banking method: 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 communiques and makes deposits which the students patiently receive, memorize, and repeat. This is the "banking' concept of education, in which the scope of action allowed to the students extends only as far as receiving, filing, and storing the deposits().

    Read More

  • The Banking Concept Of Education As An Instrument Of Oppression By Paulo Freire

    849 Words  | 2 Pages

    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.

    Read More

  • Dehumanization Of Oppression

    747 Words  | 2 Pages

    Freire’s first premises set up the foundation that the human vocation is humanization, to liberate themselves and their oppressors; which is negated by dehumanization, the distortion of the human vocation through injustice and oppression. After establishing this, he stresses that breaking free from oppression must be through the oppressed perceiving the true reality of oppression “not as a closed world from which there is no exit, but as a limiting situation which they can transform” (Freire 31) and committing to the said transformation, and finally, action in depth that will result in the shifting dynamics from oppression to permanent liberation by means of the pedagogy of the oppressed. After discussing the aforementioned argument, I will present the strongest objection to the logical implication: that oppressors cannot lead the force in a meaningful manner although the oppressed and the oppressor are equal in their path to

    Read More

  • Pedagogy of the Oppressed Reflection by Paulo Freire

    975 Words  | 2 Pages

    Throughout Freire's book, he argued for a system of education that emphasizes learning as an act of culture and freedom. The first chapter defined the "oppressor" and the "oppressor" and the actions that occur between them. Freire expressed his ideas 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.

    Read More

More about Paulo Freire's 'Pedagogy Of The Oppressed'

Open Document