The Components Elements Of 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.

There are many controversies that american public education system does more harm than good. In “Against School” by John Taylor Gatto and “Social Class and the Hidden Curriculum of Work” by Jean Anyon, explains how school education destructively impacts us. Gatto states his experience as a public school teacher and why he “just can’t do it anymore”. He was tired how the schooling was programmed. He argues how school system are affecting students to be more like “childlike” citizens. Also, Anyon demonstrates her research on how there are many different kind of education depending what “class” you were. She informs us that there is an inequality in “Social Class and the Hidden Curriculum of Work”. Both authors depicts the reality and truth, that some people are unable to see. As a student, I’ve also experience this and support how school depicts how we are in the future. Moreover, there are many representations that explains why the american public education systems does more harm than good.

Later on in our education, we realize that our teachers are not at fault for teaching the material that they do, that their job simply requires them to do so. In “The ‘Banking’ Concept of Education” by Paulo Freire, he blames the oppressors, the elites of society, as the reasons why education is the way it is: “Indeed, the interests of the oppressors lie in ‘changing the consciousness of the oppressed, not the situation which oppresses them’; for the more the oppressed can be led to adapt to that situation, the more easily they can be dominated. To achieve this end, the oppressors use the banking concept of education …” (258). The school boards gives educators a set curriculum to go by, and the teachers based the material they teach around it. This is one of the ways that the oppressors change our consciousness, by exposing us slowly and over a long period of time to a set situation until we do not know there exists a different

The Education system currently in use by the United States of America is a modified version of a methodical tool used to implement obedient control at young age and centralized power solidification. A problem with the system is the obsessive culture of

Education has had three phases of development according, to Van Krieken, 2013. Each phase being associated with a set of beliefs about the nature and purpose of education. Firstly, the advent of the modern system from the mid-19th century to World War II, influenced chiefly by liberal humanist ideas. Secondly, post World War II expansion into the late 1970’s was influenced by social democratic beliefs. Finally, the increased marketisation of education which has been influenced by neoliberalism since the 1980’s (Krieken, 2013, p. 149).

The mainstream school system constantly reminds society that the school is no place for politics or a place to teach values to students. However, the school does do this with the idea of democracy and through mainstream education ways of teaching and learning. Sensoy and DiAngelo also notice social justice education is something thought of as “extra.” Teachers argue there is no time for social justice education because they have to prepare students to be tested. In conclusion, this falls back on the corrupt education system. Teachers are teaching how the educational system want them

There are many countries where culture or religion can sometimes deny certain peoples ' right to have an education, restricting them from going to school to learn. Those countries don’t see the benefits people can get from learning new languages, or learning their own history. One of these countries that do such restrictions of education is Pakistan. In the country of Pakistan, some people think that there is no use of education, it 's unnecessary

According to the text, education is defined as the social institution responsible for the systematic transmission of knowledge, skills, and cultural values within a formally organized structure (Kendall, p. 462). Every human has a right to an education. Despite this definition, evidence of inequality based on race, class, and gender can be seen in the system despite good intentions to promote awareness of and appreciation for cultural differences.

In our society education is so often overlooked; children sometimes don’t want to go to school and almost everyone has the opportunity to get a proper education. But as shown in Parvana education in Afghanistan is controlled and oppressed, only to be taught to some members of society and even then it is only taught in a way that the Taliban sees fit. In the book Parvana, she reads letters to people who are unable to for themselves, her father gets dragged away for having a foreign education and they banned education for girls. Because of all this the Taliban have been able to control their society easily.

The theoretical framework of this study was shaped in what is known as critical pedagogy. Critical pedagogy considers how education can provide individuals with tools to better themselves and help create a more equal and fair society. Critical pedagogy can help students stand up and question authority.

The teacher holds the perspective that his or her controlling role in the education that students receive is justified because the student’s knowledge is minimal compared to his or hers. The teacher maintains the control over the education that their students receive by promoting “obedience to the dictates of the world of school” (Rodriguez 218). The students who adapt best

While reading chapter 10 from Spring and chapter 5 and 6 from Educational Foundations, I was able to reflect and come up with comments, concerns, and questions about the text being read. Chapter 9 from spring talked about scientific school management. Scientifically managed schools have meritocracy and they reduce public control. Also, this chapter goes on to talk about how graduate schools of education were on important link the educational power structure that came to dominate public schools in the 20th century. Next, in chapter 5 from Educational Foundations it talks about definitions of racism and discrimination. It also talks about manifestations of racism and discrimination in schools. It is sometimes difficult to separate what is racist or discriminatory from what appear to be neutral school policies and practices. Lastly, this chapter goes on to talk about how there is a complex connection between diversity and discrimination. In chapter 6 from Educational Foundations it talks about inclusion. This chapter states a big question; why are students with disabilities less likely to have constructivist learning experiences than nondisabled

Conflict theory on education is that education offers status on people. Likewise, those educational systems typically deny disadvantaged students from getting the same instructive like other.

I cannot write this essay without reference to study of my own experienced and my daughter’s- placed in the harsh environment of the government schooling system and its observations of the stark belief systems of “the child to fit the system” and not “the system to fit the child” with reference to the what education should be about. This means different things to different people. To some this means a teacher teaching and passive learning taking place, the outcome is expected at the end of each year that each child has to achieve the same outcome and is graded accordingly.

According to this theory, critical awareness requires recognition that the social status of an individual, including educational and economic prospects and opportunities, is largely result from its race, gender, and class so the critical theorists want to raise the consciousness of these people dealing with education, knowledge, the school, and teaching and learning. Furthermore, they see the curriculum into 2 parts: the official curriculum which requires teaching subjects and specific skills, and the Hidden curriculum which imposes approved behaviors and attitudes on students through the school environment. They believe that teachers should empower themselves, because they can transform schools into democratic public spheres.