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Pedagogy of the oppressed reflection paper
Outline of paulo freire pedagogy of the oppressed chapter 2
Outline of paulo freire pedagogy of the oppressed chapter 2
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Recommended: Pedagogy of the oppressed reflection paper
“The most important attitude that can be formed is that of desire to go on learning” (Dewey). What I mean to say is, the quality of education received is greatly dependent on the learner’s outlook and determination to acquire knowledge. The student must have a desire to go beyond the teacher’s lesson plans. This is a concept discussed in Pedagogy of the Oppressed, a book written by Paulo Freire, a Brazilian educator and philosopher. More specifically, the article discusses teaching techniques such as, “banking” and “problem-posing” education. Several questions may be asked from the teachings of the Brazilian philosopher. Such as, how does Freire’s discussion relate to the theme of education for democratic citizenship? In addition to, how do these concepts relate to educational practice? My goal is to answer these particular questions, but first I must define the terms banking and problem-posing education. …show more content…
Unfortunately, I know this technique all too well considering I was raised upon it. While reading Pedagogy of the Oppressed, flashbacks to my years in middle school and high school flooded, and, ultimately, refused to escape my thoughts. As stated by Friere, the students are mere objects that do not receive any true knowledge of the world. “Narration (with the teacher as narrator) leads the students to memorize mechanically the narrated content. Worse yet, it turns them into ‘containers,’ into ‘receptacles’ to be ‘filled’ by the teacher”(Friere 53). To simply take in information does not allow for Conscientização, or in depth understanding of the
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
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.
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...
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.
Paulo Freire and John Henry Newman both present two different styles of education. Freire proposes the implementation of the problem-posing style. Problem posing promotes the teacher-student relationship being a cooperative relationship. Newman proposes and defends the methods of liberal education. Liberal education seeks to improve the mind and seek truth and knowledge for its own sake. Both styles favor freedom over order and thus both liberation education and liberal education were met with resistance when they were introduced. Newman was challenged by those who favor professional education. Newman wrote essays and showed how Oxford University could prepare students for both the workplace and society. Freire was challenged by the Brazilian government and showed that revolution is necessary for the advancement of the impoverished. Both concepts of education are different in some ways and very similar in many others.
Through this essay I am going to try and show the advantages of “problem posing” style to education. In my opinion 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. I cannot only speak this opinion from my own experiences, but also others who share in the same view sculpted by their experiences. The two authors whom I used for a base of my point of view are Paulo Freire and Richard Rodriguez. Freire wrote the essay called “The Banking Concept of Education,” in which Freire shows how “problem posing” education is the most effective way to teach and be taught at the same time. Rodriguez wrote the essay call...
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.
As a human being, everyone has rights which protect and support them for their identity. Each person has his own identity, each institution has its own identity, each community has its own identity, and each race has its own identity. So everywhere we live in our society has identity. Identity is a privilege and everyone needs it. In educational field, two forms of educational systems emerged out through Paulo Freire’s essay “The Banking Concept of Education” in which he explores the role that schools and educational system play in the production of national identity. The purpose of this article is to address the problems of education system which face in community. In this article, he presents the analysis of the teacher-student relationship.
Paulo Freire, born in 1921, was one of the most influential figures of the 20th century in the field of sociology of education. A native of Brazil and born to a middle-class family in Pernambuco, he taught Portuguese in a secondary school before publishing (as one of the foremost founders of critical pedagogy1) his seminal work Pedagogy of the Oppressed. This book is a study of education in the Third World, particularly Latin-America2. It illustrates a liberatory and revolutionary theory that identifies current deficiencies in teaching methods under the umbrella term ‘banking education’, and describes a philosophy that would liberate and empower – through the cultivation of critical thinking - those victimised by such methods. He views educational philosophy in a greater sense than merely the oppressor and the oppressed.
Discussing the teacher-student relationship, Freire (1995) advocates that liberating education consists in acts of cognition, not transfers of information (p. 57). Throughout the text, he classifies two kinds of educational ideologies—the banking concept of education and “problem-posing” education. In the book, he lists several characteristics of banking theory. He argues that one feature of this educational ideology is that the teachers work as narrators in the classroom, which leads students to memorize mechanically the narrated content (1995, p. 53), and eventually turn students into receptacles and depositories. Apart from inquiry, this ideology projects an absolute ignorance onto others (1995, p. 57). As a result, banking theory and practice minimize students’ creative power and to stimulate their credulity servers the interest of the oppressors who neither to have the world revealed nor to see it transformed (1995, p. 58). On the other hand, taking the people’s historicity as the starting point, problem-posing education emphasizes the equal and positive relationship between teachers and students, in which teachers are no longer the ones who teach, but ones who are in dialogues with the students who in turn while being taught also teachers (1995, p. 65).
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.
Paulo Freire major ideas on education and his thoughts have left a significant impact on educational practise, informal education and popular education in particular. In this part of the essay I’m going to assess these impacts and then shortly examine some of the critiques that can be made out of his work. There are a few aspects of Paulo Freire work that I’m going to discussing; they are dialogue, praxis, conscientization, experien...
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.
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.
In Freire’s Pedagogy of the Oppressed, Freire often talks about two contrasting teaching styles. One involves a banking concept where the teacher lectures all of the time and tries to put the information into the student’s head as if he/she was a robot.