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Write on Paulo Friere and the pedagogy of the oppressed
Write on Paulo Friere and the pedagogy of the oppressed
Comparing and contrasting aspects of the Banking Model and Problem-Posing Model of education
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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.
While banking education discourages people from thinking outside the box and challenge ideas given, problem-posing education really encourages students to thin...
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
He further stated that with all sincerity in themselves and colleagues, public school is now regarded as outmoded and barbarous. This thought, according to him is both observable to students and the teachers alike, but the students inhabit in it for a short period, while the teachers are condemned to it. Pursuant to teachers being condemned, they live and work as intellectual guerrillas strong-minded to stimulate students, ignite their inquisitiveness, and to open their minds, yet reluctant to stay behind in their profession. Together with this, teachers...
Imagine a world without education where human history is totally forgotten by the young generation, and individuals are forced to live in their basic everyday life without having the power to change it. Such in balance or disorders are the growing problems that occur around the world, which were pointed out in many educational essays like “The Educated Student” By Barber, “The student and the University” by Bloom, and “Class in America – 2003” by Mantsios. These essays are among the many of their kind that address the status education in the modern world as being forgotten and lost behind all the technology and commercialization of education. This was the point of attention of scholars like Barber, Bloom, and Mantsios who came up with a common
“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. They do, it is true, have the opportunity to become collectors or cataloguers of the things they store. But in the last analysis, it is men themselves who are filed away through the lack of creativity, transformation, and knowledge in this (at best) misguided system. For apart from inquiry, apart from the praxis, men cannot be truly human. Knowledge emerges only through
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.
Education is a topic that can be explored in many ways. Education is looked at in depth by both Richard Rodriguez in his essay, “The Achievement of Desire”, and by Paulo Freire in his essay, “The ‘Banking’ Concept of Education.” After reading both essays, one can make some assumptions about different methods of education and exactly by which method Rodriguez was taught. The types of relationships Rodriguez had with his teachers, family and in life were affected by specific styles of education.
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
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.
The banking concept is “ a gift bestowed by those who consider themselves knowledgeable upon those who they consider to know nothing'; (Freire 213). The goal of the ‘banking’ concept is to deposit as much information into the students as possible. This results in disconnected memorization without the real understanding and discouragement of creative thought.They cannot think for themselves. As Marx writes, just as there are two types of learning, ‘banking’ and problem-posing, he explains that society is this way also. There is the upper class and subordinate classes. They both struggle for economic and political power and the primary way the upper class keeps its power is through their beliefs and values. They are allowed to think. The subordinate classes believe they are subordinate due to the upper classes prestige and way of thinking. Like Freire’s ‘banking’ concept, education is the way to keep students down and this works because the students accept all knowledge from the teacher, just like the dominant class in Marx’s ideology, keeps the subordinate classes submissive.
Pinar refers to the current situation in the field of education as a “nightmare” because education is no longer in the hands of educators. Our society today is becoming full of citizens and educators who are comfortable being the silent majority. Educators are sitting back in the shadows remaining silent while our government tells us how and what to teach in order to cultivate the minds of an economically productive future society. Teachers are no longer able to educate students about the value of becoming intellectuals because their time is spent training students to pass a test. In order to solve this problem, Pinar suggests that we learn more about our past and how we came to this juncture in our lives in order to deal with the problem that exists in education until this day.
Meanwhile, Rodriguez states that the book which his teacher told him to read, he always read and waited for the teacher to tell him which books he should enjoy. I stayed after school "to help" -to get my teacher 's undivided attention (Rodriguez, Pg.342). Memory gently caressed each word of praise be-stowed in the classroom so that compliments teachers paid me years ago come quickly to mind even today (Rodriguez, Pg.342). This kind of action shows the Rodriguez complies the teacher’s choice, without personal idea. Hence, this is the approach and method of “banking” education in which students are educated in class. “Narrative in banking education will lead people who are filed way through the lack of creativity, transformation, and knowledge in this misguided system (Freire, 216).” In a result, Rodriguez felt that even he always success-ful, he always lacked self-assurance because he is a thinking collector by copying others idea. Therefore, Rodriguez became the worst student Freire said, because he active and unavoidable to accept “banking” education by
Freire wrote of education from a more political point of view, with words like oppressed and freedom in titles of his books. In his home country of Brazil, the 1960’s were important years both educationally and politically, which probably inspired Freire’s writing. In 1964, a military dictatorship took control of Brazil (WEBSITE), and in the same year, Freire was imprisoned and then exiled from the country. This would definitely have inspired Freire to write about education with the thought of freedom snuck in between the lines. Freire’s audience of the time would not have been in Brazil until it was published there in 1974, however it was published in Portuguese, English and Spanish (Readings for Writers). Teachers and students alike were able to relate to relate to The “Banking” Concept of Education in the late 1960’s and they still can relate to it in modern times. Students relate to the feeling of being oppressed and disrespected. Teachers will connect with Freire’s purpose by realizing that they actually do need to teach using his proposed problem-posing method.
The first chapter talks about the justification of the pedagogy, the contradiction between the oppressors and oppressed, which each house on another in each other psyche’s, and how the pedagogy is justified. Chapter two is about the “banking” concept of education as means of oppression which treats students as brainless ‘piggy banks’ to be filled with knowledge and teachers as all-knowing beings; “the more completely she fills the receptacles, the better a teacher she is. The more meekly the receptacles permit themselves to be filled, the better students they are” (Freire, 1998, p. 53). Chapter two also poses a solution to the “banking” method: problem posing, which through dialogue creates a co-creator relationship between the students and teacher. The third chapter builds more on dialogue as a practice of freedom in education and the final chapter is about dialogics and antidialogics as opposing theories of action.
Education is the core of humanity and its teaching has been mistreated. Based on Paulo Freire’s theory, education has been torn apart from its truthful purpose. It is now used to alienate human beings instead of promoting unity. Throughout this chapter, Chapter 2 in Freire’s Pedagogy of the Oppressed, he concentrates in the teacher-student relationship in classrooms. He sees education as information that is being passed on or “banked” from teachers to students. This is what Freire refers to his concept of “banking education”. He also introduces numerous examples and other diverse concepts in his philosophy; for example, his proposition to confront the “banking” concept, the problem-posing education. Therefore, there is no need to search any further for what Paulo Freire illustrates as evident. Education is in crisis and it is up to the people in society to decide if they want to change it or not. Dropouts, illiteracy, violence and drug abuse in schools are some of the realistic reasons that prove the poverty of educational systems. Our society can benefit from Paulo Freire’s philosophy of education because the proposal he presents, problem-solving education, allows Puertorricans of all social classes to develop certain critical abilities which could, at any time, be used to defend themselves in any kind of social, political, or cultural environment. A method based on identifying, analyzing and taking action upon all kind of problems has to be developed in order to become liberated.
In his book, Pedagogy of the Oppressed, Freire discussed the problems that lay in education and proposed solutions to the problems. Freire faulted the capitalist of education and set a revolution in education. In his book Freire said that a problem-prosing education is what was needed to revolutionize education. The book Pedagogy of the Oppressed introduced Freire's concepts and theories surrounding education during the 20th century. Many of concepts discussed as the foundation of education include: the "banking theory," "conscientization," "dialogical method," and "transformative education." In his book, Freire shows that the practices in education that were being used were dehumanizing and producing unproductive students to the world. He proposed the idea that education should be a "dialogical process" in which students and teachers are learning from their experiences.