- Jul 2017
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lti.hypothesislabs.com lti.hypothesislabs.com
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The student records, memorizes, and repeats these phrases without perceiving what four times four really means, or realizing the true significance of "capital" in the affirmation "the capital of Para is Belem," that is, what Belem means for Pard and what Para means for Brazil.
This reminds me of Shor's views, which argues that "Education is more than facts and skills." By pointing out the ways that knowledge is viewed as static, unchangeable "facts", and able to move from the "narrative subject" to "narrative patient", Friere problematizes the current education system just as Shor does.
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The teacher cannot think for her students, nor can she impose her thought on them.
This goes back to the idea that learning is a back-and-forth dialogue, rather than a top-down oppressive process--a thought shared by Shor and Giroux, if not all the authors for this week.
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If men and women are searchers and their ontological vocation is humanization, sooner or later they may per-ceive the contradiction in which banking education seeks to main-tain them, and then engage themselves in the struggle for their liberation
Is this the process by which social-justice oriented citizens (the concept from last week's readings) are born?
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Education must begin with the solution of the teacher-student contradiction, by reconciling the poles of the contradiction so that both are simultaneously teachers and students
What are practical ways that the "teacher-student contradiction" that Friere discusses could be worked out? What sort of things are necessary to create a classroom/learning culture where this is possible?
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In the banking concept of education, knowledge is a gift bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing.
This idea of the banking system goes against Giroux's idea that education should provide students "how knowledge is related to the power of self-definition and to use the knowledge they gain both to critique the world in which they live and, when necessary, to intervene in socially responsible ways in order to change it" (Giroux 14).
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Worse yet, it turns them into "containers," into "receptacles" to be "filled" by the teacher. The more completely she fills the receptacles, the better a teacher she is. The more meekly the receptacles permit themselves to be filled, the better students they are.
But with what are we currently filling these "containers" and "receptacles"? The "better students" are the ones who, as Wise and Bone argue, engage in a coercive system of grades.
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