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Freire Response Journal

Freire argues against the "banking concept" of education, where teachers view students as empty vessels to be filled with information. In this system, students are oppressed and see the teacher as the sole authority. Freire advocates for "problem-posing education" where teachers and students learn from each other through dialogue and critical thinking. This transforms their view of reality and allows them to work together to overcome oppression.

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124 views2 pages

Freire Response Journal

Freire argues against the "banking concept" of education, where teachers view students as empty vessels to be filled with information. In this system, students are oppressed and see the teacher as the sole authority. Freire advocates for "problem-posing education" where teachers and students learn from each other through dialogue and critical thinking. This transforms their view of reality and allows them to work together to overcome oppression.

Uploaded by

JasmineKyla
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Jasmine Gallegos January 27, 2014 Affeldt 102.

02 Response Journal For and Against Paulo Freire is arguing the oppressive education system that exists today and the way it is hurting humanity. Freire is against the popular banking concept of education in which the all knowledgeable teacher rules over the ignorant student. The teacher presents himself to his students as their necessary opposite; by considering their ignorance absolute, he justifies his own existence. The students accept their ignorance as justifying the teachers existence The students are oppressed by the oppressor and are mere objects. The oppressors wish to keep the world unrevealed and untransformed so they can rule in domination. Its a selfish system benefiting only the dominators wishing to dehumanize the remainder of the population; a population struggling to gain freedom. The student understands his place in relation to the teacher, standing below and being obedient and passive, unable to change his fate in a mechanical setting. He will be educated to adapt to the world. The educated individual is the adapted person, because she or his is better fit for the world. The individual acts as a spectator asking little questions from the narrator (teacher), knowing his place. It is controlled living over thoughts and actions and the inability to ask questions to counteract the system. It is a world of domination and repression with only one winning side. Freire rejects this banking concept and encourages problem-posing education amongst the population. This type of system promotes consciousness and cognition. Liberating education consists in acts of cognition, not transferals of information. This form of learning calls for an interrelationship with the teacher and student. The teacher teaches the student and the student also teaches the teacher; both are teacher and student. They become jointly responsible for a process in which all grow. People teach and learn from each other, and there is no absolute authority dominating the students. The learners do not go through the motions; problemposing education exposes consciousness and is full of inquiry about the true reality and not just an assigned place by banking-concept, but one cannot achieve a problem-posing education without another being. Education as the practice of freedom denies that man is abstract, isolated, independent and unattached to the world; it also denies that the world exists as a reality apart from people. Together, people are able to transform their views though critical thinking in what is revolutionary futurity. They must understand that what they perceive is limiting and challenging, and there is more to the world than what there is now. One must inquire, asking questions and challenging an unfinished reality. These people are no longer objects but transforming individuals working together for the benefits of one another. The false perception of reality must be overcome through emancipation of the banking concept, thus creating a revolutionary setting for a mankind neither dominated nor oppresseda population full of consciousness.

Jasmine Gallegos January 27, 2014 Affeldt 102.02 Response Journal Speculation Freire claims there is the oppressor and the oppressed in the banking concept. But how does the oppressed become the oppressor? knowledge is a gift bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing. How is true knowledge bestowed upon the oppressor in which it makes him more dominant than those learning from him? Is it natural? Or do the oppressors teach a certain group to take their place as oppressors? In this world of the banking concept, is everyone against everyone? To change to problem-posing education, Freire doesnt explain how society can change the system entirely. Is it a slow process or all at once? How would the oppressors respond to the transformation? Personal Connection When I think of oppressors and the oppressed, I often think of many instances. School, sports, and even in my own house have there been dominance and obedience. I remember asking my parents if I could go out and they would say no. But why, Mom? Because I said so was the answer I got more often than not. And I listened to them; after all, they were my parents. They ordered, and I listened. Now, I can just tell my parents Im going out, and they will tell me to have fun and be safe. What changed? How did I go from being the oppressed child to my parents equal? As I became older and more knowledgeable, I could question their dominance and counteract their remarks with sensible responses. Did they learn along the way how to be a good parent and me the good child? A form of problem-posing education arose for we both learned from each other and became wiser, per se. This is an instance where we both transformed the banking concept to problem-posing living.

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