Essay on Anime

746 Words Dec 30th, 2014 3 Pages
Summary of chapter 2
Paulo Freire has a problem with how education has been conducted since the 19th century. In his essay, Pedagogy of the Oppressed, Freire compares two concepts of education that are present today, banking and problem-posing. In banking teachers assume students are passive, take all control, determine what will be learned, and “fill” students with pre-selected information. Problem-posing education allows people to develop their human natures fully because it depends on dialogue, recognizes the relationship between people and the world, encourages discovery and creativity, and leads to transformation. Freire criticizes the banking method throughout the essay and clearly praises problem-posing in more than just an
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Freire criticized this model of education because he believed it made students into passive objects to be acted upon by the teacher; this will result in the students accepting and adapting to the world deposited on to them. He argued that the goal of ‘banking education’ is to break down the people within the existing establishment (oppressed) by influencing them to accept the status quo of the dominant society (oppressor).
Freire presents an important aspect when explaining the larger consequences of the banking concept. He claims that creativity is killed along with dialogue through banking. The teacher narrates knowledge for the students to memorize, anticipating their absolute ignorance in that subject. Since what they ‘need’ to learn is being pushed onto them, they accept it as there only choice. This limits the student’s chances to think critically and embrace their creativity. Freire also later explains problem-posing as being educational freedom if only the teacher-student dialogue contradiction can be overcome.
One of the first steps in reforming the educational concepts is to be truly committed to rejecting banking entirely. Problem-posing is the antidote suggested by Freire, which is generally characterized as cooperation between the student and the teacher. In this concept students are not sitting idly by, waiting for the truth to be installed for them. The students respond to problems posed to them by the world; resulting in new challenges,

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