Paulo+Freire

A place to store and share information about Freire.
 * Paulo Freire**

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Pedagogy of the oppressed: []

[] [] [] : His educational theory

[] chapter 2 of the pedagogy of the oppressed

__Freire (Cathy)__ P196 Banking education attempts, by mythicising reality, to conceal certain facts which explain the way men exist in the world; problem-posing education sets itself the takes of demythologizing. Banking education resits dialogue; problem-posing education regards dialogue as indispensable to the act of cognition which unveils reality. Banking education treats students as objects of assistance: problem-posing education makes them critical thinkers. Banking education inhibits creativity and domesticates the intentionality of consciousness by isolating consciousness from the world. Problem-posing education bases itself on creativity and stimulates true reflection and action upon reality. In sum : banking theory and practice, as immobilizing and fixating forces, fail to acknowledge men as historical beings; problem-posing theory and practice take man’s historicity as their starting point.

P186 The “culture of silence” could and should be overcome.

P187 To be a subject who acts upon and transforms his world….As human beings regain the right to rename their worlds, individually and collectively they consciously engage in the uniquely human activity of constructing and reconstructing their own worlds.

(jenny) Utopian vision of what life should be. Democratic vision is grounded in the poverty and oppression that characterised his native area of Recife, Brazil. “Culture of silence” that characterises the dispossessed. The dominant classes devised an educational system for the purpose of keeping the masses “submerged”. Educational system fostered and sustained this culture of silence. Freire retained his faith in the power of a genuine education to enable and empower even the most wretched to first recognise their oppressed condition and then participate in its transformation. Freire rejected traditional methods of instruction, finding them much too authoritarian. Freire continued to advocate for a “problem posing” approach to teaching. In contrast to the banking method of education. Freire advocates an education that enhances and expands every human beings ability to understand and transform the world of which he or she is a part. Makers of culture. Eg; understanding Chernobyl It is the educators task to assist individuals in expanding the connection between concepts or issues of importance to them to a larger evolving reality. Narrative education. The teacher narrates and the students are patient, listening objects. Students repeat phrases without really perceiving their meaning. Eg 4x4=16 turns students into containers to be filled by the teacher. Lack of creativity, transformation and knowledge. Apart from inquiry, apart from praxis, men cannot truly be human. Banking concept – knowledge is a gift bestowed. Opposition to the freedom of the students. Students work at storing the deposits. Minimises or annuls the students’ creative power. Pose a scenario to each group. How might you approach it from a banking method and a problem posing method? Key features of banking and problem posing methods. Move from end to end of the room depending on viewpoint and understanding.