Paulo Freire Essay
The Private Liberation
Paulo Freire introduces the idea of a “problem-posing” education system in his book The Pedagogy of the Oppressed, which offers a highly effective alternative to the traditional method of memorizing facts that he deems the “banking” concept of education. Problem posing allows individuals to expand their own thoughts, ideas, and opinions through open discussion in a classroom setting. I went through such an experience senior year in my Comparative Government class, which focused on different governments along with the key social and economic issues they face. While many may argue that the “banking” concept has some value in certain issues, the alternative in problem-posing offers a broader experience in which students can exceed any expectations placed on them in the traditional classroom setting. Oppression is not a topic that many feel to be an issue in the United States, but in reality an “educational oppression” can be found throughout the country highlighted by Jonothan Kozol in his chapter “Preparing Minds for Market.” The level of this educational oppression varies in different areas depending on location, socioeconomic standings, and the pressure for performance. The source of this oppression can be traced to a common determinant, the Banking method. The way to liberation comes from tossing aside the stagnant form of Banking in lieu of education through communication and shared experiences, which Freire calls problem-posing.
The old saying “whatever you put into something is what you will get out” may seem cliché to some, but in a course with a problem-posing structure that is a perfect description. The opportunity to learn and grow as both a student and a person is determined by the participation and effort put in by each person. In a “banking” structured class the students may retain certain facts and figures but they miss out on understanding the varied nuances of the subject they are studying. The ability to ponder the
Paulo Freire introduces the idea of a “problem-posing” education system in his book The Pedagogy of the Oppressed, which offers a highly effective alternative to the traditional method of memorizing facts that he deems the “banking” concept of education. Problem posing allows individuals to expand their own thoughts, ideas, and opinions through open discussion in a classroom setting. I went through such an experience senior year in my Comparative Government class, which focused on different governments along with the key social and economic issues they face. While many may argue that the “banking” concept has some value in certain issues, the alternative in problem-posing offers a broader experience in which students can exceed any expectations placed on them in the traditional classroom setting. Oppression is not a topic that many feel to be an issue in the United States, but in reality an “educational oppression” can be found throughout the country highlighted by Jonothan Kozol in his chapter “Preparing Minds for Market.” The level of this educational oppression varies in different areas depending on location, socioeconomic standings, and the pressure for performance. The source of this oppression can be traced to a common determinant, the Banking method. The way to liberation comes from tossing aside the stagnant form of Banking in lieu of education through communication and shared experiences, which Freire calls problem-posing.
The old saying “whatever you put into something is what you will get out” may seem cliché to some, but in a course with a problem-posing structure that is a perfect description. The opportunity to learn and grow as both a student and a person is determined by the participation and effort put in by each person. In a “banking” structured class the students may retain certain facts and figures but they miss out on understanding the varied nuances of the subject they are studying. The ability to ponder the
Cited: 1. Freire, Paulo. "The 'Banking ' Concept of Education." Ways of Reading (7th Edition). Eds. Bartholomae, David and Anthony Petrosky. New York: St. Martin 's Press, 2005. pp. 255-267. 2. Kozol, Jonathan. The Shame of the Nation: The Restricted Apartied Schools in America. New York: Three Rivers Press, 2005.