Cesar Freire 's Pedagogy Of The Oppressed

People begin their education from day one till the day they die. Therefore, every day, we always learn new things in different ways such as education, news, magazine, internet, etc. An ideologist, Paulo Freire, in his narrative essay, “The Banking Concept of Education,” present the modern concept of and approaches to education. Freire’s purpose is to compare the two educational systems, the “banking concept” and the “problem-posing concept”. Throughout his essay, he argues strongly to support his creative own and make his readers believe that problem-posing education is more efficient than the banking education.

In “Pedagogy of the Oppressed,” Paulo Freire tells of the complex relationships that contrast narrative versus instructive teachers and compliant versus existentially aware students, in regards to the various methods of instructing and acquiring knowledge. Although this reading is only a particular excerpt from Chapter 2 of Pedagogy of the Oppressed, Freire does an exceptional job by capturing the immense reality of certain educational methods. He explains the “banking” system of teaching, which portrays the teachers as “oppressors” who enforce themselves with an authoritative, commanding position upon the “oppressed” students. By introducing scholars to this “banking” concept of education, the teacher has no regard for the student, inhibiting further questioning and analyses, which only “negates education and knowledge as processes of inquiry.” (Pedagogy) Freire applies negative connotations to help better demonstrate the contents in which these teachers apply towards their students, stressing that this simply is not well defined enough when the time arrives to properly educate the students.

In his book, Pedagogy of the Oppressed, Brazilian educator, philosopher, and author, Paulo Freire, informs us, the readers, of the difference between an oppressive education system and a libertarian system. Freire first published this book in Portuguese in 1968, just four years after his imprisonment and exile on the charge of spreading revolutionist teachings. He uses verbose language to further emphasize the importance of learning and a passionate tone to show his anguish at the loss of knowledge and education. In his lament for the awakening of his people, Freire’s effective use of the rhetorical situation persuades his audience to reject their country’s current oppressive system and to fight their oppressors who refuse them the right of free thought.

In Paulo Freire’s “Banking Concept of Education”, he explains his view of the educational system, and the faults within it. Freire describes the educational system as being “banking education”, which he explains to be the wrong method, and proposes a new method of “problem-posing” education which he believes to be more effective and just.

Freire and Rodriguez would not agree that the process of education has to be certain way. Freire believes that banking education oppresses the students and to be free of oppression we, “must abandon the educational goal of deposit-making and replace it with” problem-posing education (323). On the other hand, Rodriguez’s father saw that education, even banking, “could enable a person to escape from a life of mere labor” (Rodriguez 522). Rodriguez embraced the deposits of information from his teachers. “Any book they told me to read, I read – then waited for them to tell me which books I enjoyed” (Rodriguez 518-19). Rodriguez was so into the banking concept of education that not only did he let the teachers deposit information in him, but also feelings. This type of learning may have made it take longer for Rodriguez to think critically; however, banking education did give him skills that

Chapter 2 of Freire’s Pedagogy of the Oppressed discusses a failed teaching method between the student and teacher. It’s a common mistake for teachers to treat the teaching process as a “banking concept”. Freire discusses how this concept takes away creativity from students by forcing them to memorize facts as the teacher “deposits” them into their minds. It’s not expected of the student to comprehend what they’re learning. It’s expected of them to take what the teacher is saying as fact without critically thinking about the meaning behind it. Freire explains,

In this course we learned about many different types of oppression, from the time America was first “discovered” and the discoverers began oppressing the Indians, to slavery, to the oppression of the mentally handicapped, all the way to more “modern” times in schools were students are being oppressed.

Philosopher and educator Paulo Freire once said, “Education either functions as an instrument which is used to facilitate integration of the younger generation into the logic of the present system and bring about conformity or it becomes the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world.” In Freire’s work of “the Banking Concept of Concept”, he describes how the education system is failing to help student find success in the real world as well as it provides a framework for the “teachers” to oppress the “students” through the distribution of power.

In Paulo Freire’s essay “The Banking Concept of Education,” he discusses the flaws he has seen in the education system. Specifically he argues that in most education systems the students are just empty receptacles being filled by their teachers, there is no dialog between the teacher and students. Freire thinks that in education learning should not be a one way thing, there should be a dialog going on between the teacher and students. Another big point Freire emphasizes in his essay is active learning, so that everyone is learning and participating. In Freire’s essay he proposes a new way of learning/a new concept of learning called the “problem posing concept.” Another point Freire makes in his problem-posing concept is that education is

In the excerpt from “The Banking Concept of Education” the author, Paulo Freire explains the critical flaw in the current education system. He continues by offering his believed solution to this problem. The two concepts Freire discusses in this excerpt are the “banking concept” of education and the “problem-posing method” of education. The “banking concept” is talked about rather negatively, whereas the “problem-posing method” is talked about highly. Freire believes in the “problem-posing method” and that students should have free-will to a certain extent in the classroom with less authoritative power from the teacher during discussions.

In Paulo Freire’s article, “The ‘Banking’ Concept of Education,” he discusses how there is an absence of imagination and critical thinking in the “banking” method of education. Paulo Freire contends that the “banking” method of instruction is not a viable strategy to educate students. In the film, Dead Poets Society, directed by Peter Weir, Mr. Keating, an English professor in the film, liberates the student 's mind by making them confront the issues exhibited to them. The "problem-posing" strategy was utilized as a part of the film, yet since the students’ were used to the "banking" method, they did not know how to face the issue, rather they found another approach to dispose of it. “Problem-posing” method demonstrates that the "banking" method is by no means the only type of instruction out there. Weir’s film and Freire’s article demonstrate how well a teacher-student relationship can be when using the “problem-posing” method and the“banking” method, in other to understand Freire’s explicit and implicit message.

The relationship between the teacher and the student can be associated with two different methods of learning. Paulo Freire suggests the “The ‘Banking’ Concept of Education”, in which the teacher “fills the account” of the student with information and knowledge they have (318). Freire also explains the concept of “problem posing” learning that contradicts the “banking” concept. This way helps the student become more involved with their education, and they are able to become a more well-rounded student. But Freire ignores to add any supporting detail to his points based on how a student feels about each method of education. Determining the best way of an education is all

In Pedagogy of the Oppressed Paulo Freire mentions the teacher-student contradiction. The contradiction is when students are controlled by teachers. The teachers have the authority over the students, which puts the students in a position that lacks freedom to experience their identity as humans. This contradiction exists due to the banking concept of education. Freire states that the banking concept encourages the contradiction between teachers and students. The banking concept rejects students as individuals and sees them as objects. As a result of the rejection as individuals, students are unable to speak or act upon their own

According to Paulo Freire, (2000) “Dehumanization is not a given destiny but the result of an unjust order that engenders violence in the oppressors, which in turn dehumanizes the oppressed” (p, 44). This quote is interesting to me because it is true that making someone less human doesn’t necessarily happen to a person. It stems from unfair treatment done by the oppressors. Which makes that person become oppressed by their oppressors. I don’t know anyone who automatically becomes oppressed because some sort of action would have to be done to that person to change him into an animal or inhuman.

Paulo Freire is a Brazilian educator and philosopher who is a leading advocate of critical theories. In Pedagogy of the Oppressed, he believes problem-posing education can fulfill the expectations in a proper classroom environment, by transforming the world which results in a balance of humanization between men and women, and by enabling students to become subjects by which the teacher learns from. My advanced culinary arts class is a good example of problem-posing education because of the way the students and teacher engaged with each other and promoted critical thinking skills.