Critical Pedagogy ( Cp )

Another major issue that is addressed in the article is with the teachers and their teaching styles. The method in which most teachers teach their

Freire’s essay provides some powerful points about the classroom situation with the teacher and the student. Throughout my whole high school year, I have had few teachers, who cared about getting through the day and following their schedule of what the scholars are supposed to be learning. As students arrive in the class, the teacher has the book number already on the board and expect us to read the book, answer the questions and expect you to understand it. A prime example would be a math class, the teacher would only show way of getting to a solution, and on the check and quizzes if a student arrives at the answer using a different system, the student would be penalized. According to Freire, Education thus becomes an act of depositing, in which the scholars are the depositories and the teacher is the depositor, which they refers to as the Banking idea. However, “Problem-posing” classes would be very different. The teachers would be very open minded, flexible and they would permit for class discussions and questions regarding what was taught. Not only do the teachers teach, but students do as well. An example would be a history class where it’s all debate and conferences where communication is back and forth. There is no oppression in this system compared to the banking system.

Paulo Freire’s essay “The Banking Concept of Education” is a critique on our tradition education system. Freire believed that the banking concept of education is that of a relationship of an oppressor and the oppressed, stating banking “dehumanizes students and serves the interest of those who oppress them” (Freire 62). He also refers to the banking concept as an education which holds emphasizes with memorization, facts, formula, and disciple on the students’ part, while the teacher’s narration, that is detached from reality, becomes “hollow, alienated, and alienating verbosity” for the students (Freire 63). As well, the banking concept, as Freire explains, is like an act of depositing, where the students are the depositories and the teachers are the depositor (Freire 63).

Paulo Freire recognizes the practice of roles that “mirror oppressive society” by noting the overwhelming social acceptance that “the teacher is the Subject of the learning process, while the pupils are mere objects”, utterly halting any sort of independent or creative thinking from a student (Freire 261). A personal example of such a loss in experience comes directly from my freshman high school English class which strongly represents a “banking” atmosphere. In my English class, my teacher spewed information at the class to memorize and reproduce when asked, but there was never any conversation about other possible interpretations or even deeper meanings of text,

Throughout the course of the modernization of education, critical thinking has, figuratively, taken a backseat in regards to the content that is required to be taught. Oftentimes, attempts at thinking critically about a given topic are either hastily addressed or entirely dismissed seeing as they subvert from the status quo or do not ‘fit’ within an arbitrary time limit allotted by the curriculum. Students under the current education system are then subjugated to a routine in which their individual thoughts/opinions are replaced with facts/figures or ‘knowledge’. While students can excel within these academic disciplines, they are often at a loss in terms of critical thinking skills because it was not a focal point of their ‘education’.

“The teacher chooses the program content, and the students (who were not consulted) adapt to it.” (Freire 59) But yet, “skill obtained apart from thinking”, (Dewey 559) “consequently leaves a man at the mercy of his routine habits and of the authoritative control of others” (Dewey 559) It is precisely these dehumanizing situations in the classroom that have shaped the opinions of the following educational philosophers. Paulo Freire identifies the teacher as an oppressor which “fills the student with the contents of his narration” (Freire 57) With a similar complaint John Dewey defines a teacher as an authoritarian in the classroom, which stifles creativity. He believes “thinking is the method of intelligent learning.” (Dewey 559). While Hsün Tzu says, that “learning should never cease.” (Hsün 544) He also believes there is a need to suppress the natural instincts of man, because humans have an evil inclination. In one form or another all of these views express the need for the educator to have control over the pupil. Whether it is through religious practices and rituals of discipline, narrative education, or by lack of experiential involvement, the main concept is the need for dominance over the student. There needs to be a balance of power within the educational system, so the dehumanization can stop. This balance will be achieved when looking at what has been implemented from these beliefs and seeing where there is still room for improvement.

According to Lacan (271-283), Freud promotes an ideological comprehension of pedagogy where notions such as transference can be applied logically to learning and teaching. Transference in teaching can happen in any number of ways, either the student transfers feelings to the subjects of the text or they transfer feelings to the teacher. The student places their trust in the teacher and endows the teacher with the prestige and power of the subject of knowledge. When the teacher is the subject of transference, they present knowledge to the student as a type of bait that promises they will learn all they need. The student is lured into recognizing unconscious discourse. When the student learns something in this way, they do not just merely repeat what they have been taught, they also produce it. For instance, if the student is learning language, they will not just repeat after the teacher, they will produce language on their own by forming their own sentences and using the right language in the right context.

In the practice of teaching, it is the responsibility of a teacher not only to teach students subject matter, but to teach students in order to enable them to grow and develop as a person. While it is essential for students to have an understanding of academic material, it is also equally as important that when students finish their education they have skills to use in

And the students, who lack knowledge and skills, do depend heavily on their teachers for their quality education and training; thus, feel indebted to respond strictly to their teacher’s imposed acceptable educational standards (oppressed). This educational system only reveals its weakness to truly provide students real knowledge and learning, as it only impedes their ability to discover for themselves an exceptional beauty and meaning to what they can do as unique individuals of dynamic skills needing to be developed and enhanced through a meaningful practice in education. Moreover, education should serve as a wellspring of knowledge and understanding that provides students utmost freedom and empowering to broaden their perspective to see beyond what eyes could not see to create possibilities out of impossibilities to make a better world for

In "The Banking Concept of Education," Paulo Freire evaluates the teacher-student relationship and the concept of "Banking education" which he thought not to be a suitable process of education. Education is a systematic body of knowledge that is acquired through life experiences, schooling, and the environment. It is an important tool that applies in the contemporary world to succeed and to mitigate life challenges. Also, the knowledge gained through education enables individuals ' potential to be effectively used due to the training of the human mind. For this, educating requires partial control from the learner 's side, partial control from the instructor 's side, reliance on an amicable conversation and partial contribution by the environment. And, to best be educated, one must be willing to admit his/her ignorance and unawareness, humble himself to the level of the unknown and is willing to accept such knowledge that is obtained not just through schooling, but through life experiences as well.

In his essay “The ‘Banking’ Concept of Education”, Paulo Freire condemns the current beliefs about education, and argues strongly to support his own, new, and somewhat radical ideas about how he believes education should work. It is clear from his writing that he wishes to convey very strong feelings in this essay. At the very beginning, after a very brief description of the “current” education, he states that “education is suffering from narration sickness” (212), and later continues to say that in our current system “[words] become a hollow, alienated, and alienating verbosity” (212). These statements, especially at the very beginning of the author’s analysis, convey an amount of

Paulo Freire wrote “The Banking Concept of Education”. His article is based on the “banking” concept education and problem posing education. Banking education is the learning method between students and teacher where most of the participation in class is done by the teacher. Learners don’t have any idea what the educator is talking about, this is the reason why Freire opposes banking education. Problem posing education is a learning method where students are taught practically about the subject with real examples. The writer supports problem posing method of education where students can benefit in terms of enhancing their critical thinking skills, remembering the concepts for long term. This education

Critical pedagogy is looking beyond the surface level of education, instead liberating education. Rather than a transfer of information students use cognitive thinking to truly dissect a topic to its root meaning to truly understand the lesson being taught. Through critical pedagogy we can create a more authentic society opposed to a “static reality” as Freire states, which is an important contributor to developing global citizens. I could relate to this topic because from my experience, when I understand the logic behind a concept I naturally formulate the facts

Critical Pedagogy Primer by Joe Kincheloe presents interesting insight on critical pedagogy as he explained how this is relevant within our educational system. Reading this article helped me gain more of an understanding of critical pedagogy and how it benefits the educational system. Kincheloe (2004) said, “proponents of critical pedagogy understand that every dimension of schooling and every form of educational practice is a politically contested space. Shaped by history and challenged by a wide range of interest groups, educational practice is a fuzzy concept as it takes place in numerous settings, is shaped by a plethora of often-invisible forces, and can operate even in the name of democracy and justice to be totalitarian and oppressive.” Historically, the process of education has been a part of the political sphere for better or for worse as our educational system is a reflection of our society’s current political state. Ideally, when education professionals are acting within their purposeful agency, the traditional ideolgies and political slants are threatened.

Critical pedagogy entails a teaching method motivated through critical hypothesis along with different drastic philosophies that aims at aiding students inquire and experiment speculated domination alongside underpinning the dogmas and practices assumed to rule. It can also be defined as a postulate and attempts of aiding students attain critical awareness. Besides, the writing of critical pedagogy remains exceptionally expansive in fact and involves thick information. Truth be told, the political point of view of critical pedagogy regarding the educational programs provides a lot in making bounteous grants in the field. Furthermore, as the same number of creators see, basic instructional method does not have an arrangement of unmistakable standards that builds the way toward setting an integrated meaning on its premises quite difficult. All the same, the execution of parts regarding critical pedagogy within the classroom environment can have vast scale outputs in the showing procedure overall. Thus, it stands imperative to offer a short examination of the writing on basic teaching method, a scrutiny of its centre standards as well as an examination of the critique coordinated contrary to its suppositions.