It’s easy to understand why this is the first piece of reading a teacher might assign. The topic discussed is the failings of the educational system with regards to the freedom of thought left to students after they’ve completed their studies. The text begins by addressing the dichotomy of teacher and student, then spends quite a deal of time describing the current common mode of teaching, what the author calls the “banking concept of education”, followed by what the author suggests as a replacement to that method.
The relationship among teacher and student, Freire argues, is a strict vertical hierarchy. The teacher is in a roll that grants them authority and value, and their responsibility is to recite information to the students. The student is valueless without the teacher, because the teacher is the one who gives them information. The transaction is such that at the cessation of the relationship, the student should have memorized the same things the teacher has with regards to the subject of the class. Freire poses an alternative relationship where in there is not a teacher and many students, but rather a teacher-student and many student-teachers. In this new mode of organization value can be shared and moves in all directions rather than in a strictly vertical teacher-to-student direction. The teacher-student then becomes the person who has the most information or experience on the topic at hand, but always leaves room for more depth of understanding to come out of interactions with the student-teachers.
Freire criticizes the current mode of education as too impersonal, prescriptive, rigid, and transactional. Using the banking analogy, the teacher deposits information into the student, who is otherwise an empty vessel. Freire describes the banking concept of education by ten rules, including; the teacher knows everything and the students know nothing, the teacher chooses the program content, and the students (who were not consulted) adapt to it, and, the teacher confuses the authority of knowledge with his or her own professional authority, which she and he sets in opposition to the freedom of the students. The result of this style of education is the stripping away of the creativity, kindness, and free-thought innate in humankind, and, by extension, the mechanization of the people. Freire then states that a person’s natural vocation is to become human through the exercise of their own will.
As an alternative to this style of education, Freire suggests the “problem-posing” method. In the problem-posing method of education, each lesson becomes a discussion among peers. The teacher-student may decide the topic of discussion and guide the discussion from going too far astray, but should not set strict limitations. Through this method there will naturally be a great deal of exchange and evolution of thought. Not only does each student-teacher instruct the teacher and their peers, but they must also examine more closely their own opinions before giving them voice in a room of other free thinkers. This is what Freire calls “libertarian education”; education that sets one free.
Freire’s theories on education suggest that the mode in which one is educated is responsible for the way one lives their life. An education wherein one is taught to memorize and repeat information leads to a rigid, docile, easily-controllable population. A libertarian education is one that demonstrates a dynamic, changeable world in which the “students” are actors and who may affect its course. As Freire was a Marxist, he argues that any revolutionary society must adopt a liberatory educational system or risk becoming reactionary themselves. The influence of Marx is also clearly visible in the idea of a discussion based class, the focus on dialectics being the path to true knowledge.
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In Pedagogy of the Oppressed, Freire makes an effort to aid the oppressed in their quest to reclaim their humanity and complete humanization. The first step in essay writing sites regaining humanity for the oppressed, according to Freire, is learning about the idea of humanization itself.
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In the pages 72-86 of “Pedagogy of the Oppressed” by Paulo Freire, the author delves into a profound critique of the traditional educational system and presents an alternative approach to learning. Freire begins by highlighting the hierarchical relationship between teachers and students in conventional education, emphasizing the teacher’s role as the authoritative figure who deposits knowledge into passive students. This method, which Freire terms the “banking concept of education,” is characterized by its rigidity and lack of critical engagement.
Freire argues for a transformative shift in education, advocating for a model where teachers and students engage in a more egalitarian and dialogical relationship. He envisions a pedagogy where the traditional roles of teacher and student blur, creating a space where all participants, including the teacher, are both learners and educators. This concept challenges the traditional notion that teachers possess all knowledge and students are mere receptacles for information.
The problem-posing method proposed by Freire is central to his vision of liberatory education. In this approach, lessons become collaborative discussions, allowing students to actively participate in shaping their own learning experiences. The teacher-student becomes a facilitator, guiding the discussion without imposing rigid boundaries. This method fosters critical thinking, creativity, and empathy among students, enabling them to become active agents in their own education.
Freire’s ideas extend beyond the classroom; he contends that the way individuals are educated profoundly influences how they engage with the world. Conventional education, according to Freire, can lead to passive acceptance of the status quo, while a liberatory education empowers individuals to challenge oppressive systems and actively participate in shaping a more just society.
Overall, Freire’s exploration of pedagogy in these pages offers a compelling critique of traditional education and presents a transformative vision of learning that prioritizes dialogue, critical thinking, and active engagement. His ideas continue to inspire educators and learners alike to reevaluate and reshape educational practices to promote social justice and liberation.
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How does Freire define “conscientização” and distinguish it from mere knowledge acquisition?
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How can Freire’s ideas on conscientização be adapted to different educational contexts and cultural settings?
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What is the ongoing relevance of Freire’s pedagogy in the pursuit of social justice and equitable education?
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I find Freire’s critique of the traditional education system compelling and thought-provoking. His argument for Retro Bowl a more dynamic, interactive approach to teaching, where knowledge flows in multiple directions rather than being unidirectional, highlights the need for a more engaged and liberating educational experience that nurtures critical thinking and creativity.