12 Matching Annotations
  1. Jan 2020
  2. faculty.webster.edu faculty.webster.edu
    Philosophy of Education -- Chapter 2: Pedagogy of the Oppressed
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    1. NikkishaPersad 17 Jan 2020
      Hence, it corresponds to the historical nature of humankind. Hence, it affirms women and men as who transcend themselves, who move forward and look ahead, for whom immobility represents a fatal threat for whom looking at the past must only be a means of understanding more clearly what and who they are so that they can more wisely build the future. Hence, it identifies with the movement which engages people as beings aware of their incompletion -- an historical movement which has its point of departure, its Subjects and its objective.

      Those who think for themselves - critically, with problem-solving traits - can build the future for those who keep looking towards the past.

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    3. NikkishaPersad 17 Jan 2020
      It is a learning situation in which the cognizable object (far from being the end of the cognitive act) intermediates the cognitive actors -- teacher on the one hand and students on the other. Accordingly, the practice of problem-posing education entails at the outset that the teacher-student contradiction to be resolved. Dialogical relations -- indispensable to the capacity of cognitive actors to cooperate in perceiving the same cognizable object --are otherwise impossible.

      Going back to the printing press example, when the teacher is able to have an open line of communication with a student, a student can become a teacher, may it be through understanding new material, debate, etc.

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    4. NikkishaPersad 17 Jan 2020
      But the humanist revolutionary educator cannot wait for this possibility to materialize. From the outset, her efforts must coincide with those of the students to engage in critical thinking and the quest for mutual humanization.

      Those teachers who are able to enhance education for their student must look for any opportunity to cultivate creativity for a mutual beneficial relationship.

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    5. NikkishaPersad 17 Jan 2020
      They have always been "inside" the structure which made them "beings for others." The solution is not to 'integrate" them into the structure of oppression, but to transform that structure so that they can become "beings for themselves."

      Students should be able to have a thought process of their own, which can be enabled by a teacher who is willing to enhance that creative thought. This can also be seen in the constructivist learning theory.

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    6. NikkishaPersad 17 Jan 2020
      The capability of banking education to minimize or annul the student's creative power and to stimulate their credulity serves the interests of the oppressors, who care neither to have the world revealed nor to see it transformed

      I believe this is the strongest statement that Freire makes in this chapter. Those educators who use the "banking education" method seek to keep the students creative power down by continuously pushing their power on the student. Those educators that use their sense of "humanitarianism" is only for self-gain.

      In some ways, this reminds me, historically, of the development of the Gutenberg printing press. Previous to the printing press, only religious icons allowed to read and write. Once the Gutenberg press was created, the regular person was able to learn and develop ideas for themselves, triggering the golden age of thought.

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    9. NikkishaPersad 16 Jan 2020
      The teacher presents himself to his students as their necessary opposite; by considering their ignorance absolute, he justifies his own existence.

      According to Freire, a teacher who is known for "banking education" will always see themselves are the complete opposite of the student. The student is seen as the lowest of the low, meek, undisciplined, and must adapt to the authority of the teacher. Freire calls the student "oppressed", while the teacher is considered to be the "oppressor".

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    10. NikkishaPersad 16 Jan 2020
      Education thus becomes an act of depositing, in which the students are the depositories and the teacher is the depositor. Instead of communicating, the teacher issues communiques and makes deposits which the students patiently receive, memorize, and repeat.

      "Banking education" is the concept in which the teacher, who is seen to have the most power, is the ultimate being in this relationship. They hold all the knowledge that the student needs and should take it all in, willingly and without question. This dichotomy does not allow for a continuous evolution of education.

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    12. NikkishaPersad 16 Jan 2020
      Education is suffering from narration sickness

      This can be in numerous forms of education transference, in a traditional educational setting, business, etc. There are many trainers that are notorious for reading directly from a powerpoint that may not have been updated.

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