Pedagogy Of The Oppressed, By Paulo Freire
Pedagogy of the Oppressed
Chapters 1-3
Christina Bove
Dr. Rasheed
Independent Study
In Paulo Freire’s Pedagogy of the oppressed, chapter one talks about humanization and dehumanization. He talks about humanization as qualities about us that makes us human. Freire talks about the importance of humans demonstrating humanization qualities towards one another. Freire states that in order to understand humanization we must also understand dehumanization. In dehumanization a person’s life/ humanity has been taken away from the. When a person becomes dehumanized they become oppressed. People who dehumanize other people are considered oppressors. Oppressors view the people they dehumanized as objects not human beings. Freire makes an …show more content…
Freire discusses two approaches to education. The first approach is the “Banking Method”. The banking method is based on memorization. Teachers don’t put in much input of what is being taught to the students. Material for what is to be taught is given to them, not allowing teachers to have a say. Freire talks about the thinking process involved in the baking method. In the banking system, teachers aren’t really thinking about what they are going to teach. Their lessons have either been given to them o they barely put any of their own views and ideas into the lesson. The second point Freire criticizes is that in the banking method teachers don’t allow students input either. Freire believes students should have a say in what they learn. Freire maintains that “in the name of the ‘preservation of culture and knowledge’ we have a system which achieves neither true knowledge nor true culture” (p. 80). The more students memorize the less they know. The banking method involves more memorization than knowing. Freire offers a solution hen teaching and shaping the minds of young kids. “According to Freire, the solution is not to integrate the oppressed into the structure of society but to encourage them to transform the structure “so that they become beings for themselves” (p. 74). In the problem posing method, unlike the banking method, students are allowed to have a say in what they learn. The problem posing method again unlike the baking method allows for teacher input in what should be taught in the classroom. Freire’s talks about that in order to educate a good citizen, students and teachers must discuss with one another. Freire talks about the role of the teacher in the problem-posing method. He says that the role of a teacher is to support and think with the students. He says “teachers need to reject the idea of teaching to teach and accept the role of teaching and learning with the
Chapters 1-3
Christina Bove
Dr. Rasheed
Independent Study
In Paulo Freire’s Pedagogy of the oppressed, chapter one talks about humanization and dehumanization. He talks about humanization as qualities about us that makes us human. Freire talks about the importance of humans demonstrating humanization qualities towards one another. Freire states that in order to understand humanization we must also understand dehumanization. In dehumanization a person’s life/ humanity has been taken away from the. When a person becomes dehumanized they become oppressed. People who dehumanize other people are considered oppressors. Oppressors view the people they dehumanized as objects not human beings. Freire makes an …show more content…
Freire discusses two approaches to education. The first approach is the “Banking Method”. The banking method is based on memorization. Teachers don’t put in much input of what is being taught to the students. Material for what is to be taught is given to them, not allowing teachers to have a say. Freire talks about the thinking process involved in the baking method. In the banking system, teachers aren’t really thinking about what they are going to teach. Their lessons have either been given to them o they barely put any of their own views and ideas into the lesson. The second point Freire criticizes is that in the banking method teachers don’t allow students input either. Freire believes students should have a say in what they learn. Freire maintains that “in the name of the ‘preservation of culture and knowledge’ we have a system which achieves neither true knowledge nor true culture” (p. 80). The more students memorize the less they know. The banking method involves more memorization than knowing. Freire offers a solution hen teaching and shaping the minds of young kids. “According to Freire, the solution is not to integrate the oppressed into the structure of society but to encourage them to transform the structure “so that they become beings for themselves” (p. 74). In the problem posing method, unlike the banking method, students are allowed to have a say in what they learn. The problem posing method again unlike the baking method allows for teacher input in what should be taught in the classroom. Freire’s talks about that in order to educate a good citizen, students and teachers must discuss with one another. Freire talks about the role of the teacher in the problem-posing method. He says that the role of a teacher is to support and think with the students. He says “teachers need to reject the idea of teaching to teach and accept the role of teaching and learning with the