Pablo Friere Essay, Research Paper
Based on the demands of our educational system, our society is forced to conform to the degree of instruction that they want us to be at. This educational deformation is beneficiary to the pedagogue & # 8217 ; s kingdom and the manner of regulating instruction. We are seen as simply objects instead than topics and are fed merely facts/information that the pedagogue merely wants us to memorise non really grok it or even ask inquiries or give our sentiments to given facts/information. This is what makes the pedagogue the oppressor and us the oppressed. Paulo Freire & # 8217 ; s & # 8220 ; Pedogogy of the Oppressed & # 8221 ; trades with the construct of subjugation in the school system and suggests an alternate method of instruction. There is an absolute demand for pupils to & # 8220 ; Tear down the wall & # 8221 ; ( Pink Floyd ) of conformance in instruction and show their individualism.
Education in itself can be a contradiction. The instructor ( oppressor ) , is at that place to educate/teach the pupil ( oppressed ) but is he truly? As Freire indicates & # 8220 ; Narration ( with the instructor as storyteller ) leads the pupils to memorise automatically the narrated content. Worse yet, it turns them into & # 8220 ; containers, & # 8221 ; & # 8220 ; receptacles & # 8221 ; to be & # 8220 ; filled & # 8221 ; by the instructor. The more wholly she fills the receptacles, the better a instructor she is. The more meekly the receptacles permit themselves to be filled, the better pupils they are. & # 8221 ; ( 67 ) . He besides goes on to state & # 8220 ; Education therefore becomes an act of lodging, in which the pupils are the depositaries and the instructor is the depositor. Alternatively of communication, the instructor issues dispatchs and makes sedimentations which the pupils patiently receive, memorise, and repeat. & # 8221 ; ( 67 ) , and he refers to this as the & # 8220 ; banking system & # 8221 ; where the pupil goes & # 8220 ; merely every bit far as receiving, filing, and hive awaying the deposits. & # 8221 ; ( 68 ) .
This & # 8220 ; banking system & # 8221 ; method of instruction, truly is non learning the pupil ( oppressed ) , but instead they are given facts/information by the instructor ( oppressor ) that they do non to the full understand, and so there truly is no acquisition. Besides the & # 8220 ; banking construct & # 8221 ; holds the pupil down because he is told what to larn, and he is non allowed to work to his full capacity. It is because if this that the pupil lacks & # 8220 ; creativeness, transmutation, and cognition in this ( at best ) misguided system. & # 8221 ; ( 68 ) . If this type of educational method supports on, so there will be no alteration, therefore the heads will be filled with facts/information that the pupil will non ever understand. This & # 8220 ; banking construct & # 8221 ; method of instruction besides keeps a restraint to knowledge for the pupil to a certain degree because it doesn & # 8217 ; t give the pupil enterprise, motive, and thrust to really travel out and desire to larn. In other words this International Relations and Security Network & # 8217 ; t the manner to travel about instruction. As Freire states & # 8220 ; This solution is non ( nor can it be found in the banking construct. On the contrary, banking instruction maintains and even stimulates the contradiction through the undermentioned attitudes and patterns, which mirror oppressive society as a whole: & # 8221 ; ( 68 ) . They are as follows:
& # 8220 ; ( a ) the instructor Teachs and the pupils are taught
( B ) the instructor knows everything and the pupils know nil
( degree Celsius ) the instructor thinks and the pupils are thought about
( vitamin D ) the instructor negotiations and the pupils listen & # 8211 ; meekly
( vitamin E ) the instructor subjects and the pupils are disciplined
( degree Fahrenheit ) the instructor chooses and enforces his pick, and the pupils comply
( g ) the instructor Acts of the Apostless and the pupils have the semblance of moving through the action of the instructor
( H ) the instructor chooses the plan content, and the pupils ( who were non consulted ) adapt to it
( I ) the instructor confuses the authorization of cognition with his or her ain professional authorization, which she and he sets one
n resistance to the freedom of the pupils.
( J ) the instructor is the Subject of the acquisition procedure, while the students are mere objects. & # 8221 ; ( 68-69 ) .
Freire suggest that the educational system use an alternate method of learning. He calls this & # 8220 ; job sitting & # 8221 ; instruction. Freire goes on to state & # 8220 ; Those genuinely committed to the banking construct in its entireness, following alternatively a construct of adult females and work forces as witting existences, and consciousness purpose upon the universe. They must abandon the educational end of deposit-making and replace it with the sitting of the jobs of human existences in their dealingss with the universe. & # 8220 ; Problem-posing & # 8221 ; instruction, reacting to the kernel of consciousness-intentionality-rejects dispatchs and embodies communication. & # 8221 ; ( 74 ) . Freire suggests that the pupils ( oppressed ) must interrupt free from this system of things and liberate themselves and liberate their heads. & # 8220 ; Problem-posing & # 8221 ; is an first-class manner to interrupt free from subjugation in our educational system. Freire suggests that & # 8220 ; Indeed, problem-posing instruction, which breaks with the perpendicular forms feature of instruction, can carry through its map as the pattern of freedom to get the better of the above contradiction. & # 8221 ; ( 74 ) .
The laden, one time free, see their universe, and as a consequence inquiry it. This is where they break free from subjugation and get down the journey to freedom from this restricted educational system that Freire calls & # 8220 ; banking system & # 8221 ; . Freire besides mentions that & # 8220 ; Problem-posing instruction, as a humanist and emancipating practice, postulates as cardinal that the people subjected to domination must contend for their emancipation. To that terminal, it enables instructors and pupils to go Subjects to the educational procedure by get the better ofing dictatorship and an alienating intellectualism ; it besides enables people to get the better of their false perceptual experience of world. The world-no thirster something to be described with delusory words-becomes the object of their transforming action by work forces and adult females which consequences in their humanization. & # 8221 ; ( 79 ) .
In other words, based on the & # 8220 ; banking construct & # 8221 ; , pupils are told what to larn and expected to larn it. Bing told what to larn creates a necessity to trust on an important figure non merely in school but besides in life, and reject duty. This is what the & # 8220 ; oppressors & # 8221 ; privation, the & # 8220 ; oppressed & # 8221 ; who rely on authorization and reject duty because that puts everyone under some signifier of power, and the & # 8220 ; oppressed & # 8221 ; are so prepared for the following oppressor.
The educational system needs & # 8220 ; problem-posing & # 8221 ; methods of instruction because it makes the pupil becomes a critical mind, and non merely that but no longer becomes an object but instead a being who can portion thoughts with the instructor. In that manner of instruction the instructor could besides larn from the pupil and all can give different input on a given topic. This would let each pupil to interrupt the cast and go single minds who can show their cognition in different ways.
Overall the methods used for learning are really unequal. Alternatively of stating the pupils what is to be memorized, the instructors should use problem-posing techniques to acquire the pupils larning themselves. Once this learning method can be applied, pupils shouldn & # 8217 ; t really merely trust on the facts/information given to them but instead travel out and seek and happen out for themselves the truth and world of all things. Everyone
Is able to portion their thoughts and can larn from each other.
I feel that Paulo Freire does an first-class occupation in doing us cognizant of the world of things in our educational system. I agree with the fact that we should hold more of the problem-posing method of instruction, because it will non merely affect us and do our thoughts heard but will really spread out our manner of thought.
