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Merits and demerits of language teaching approaches
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In chapter 2 of Paulo Freire’s book Pedagogy of the Oppressed, the chapter focuses on two concepts of education, banking and problem posing. Freire points out that “banking” deposits information into the student, with no allowance of questions or discussions, which in turn “oppresses” the students as individuals. He believes this form of education inhibits students as human beings, and is essentially more harmful to both the student and the instructor. He expresses that this form of education leaves the students being oppressed by the instructors, as well as the instructor, in essence, oppressing themselves by allowing no room for inquiries or personal growth on either party, because neither students nor instructors utilize critical thinking. …show more content…
No matter how many times a student wants to discuss why Tuesday is spelled with a ‘ue’ instead ‘oo’, these answers will still be the same. However, the problem arises when students are being taught a subject from which class discussions could prove beneficial, and there is little consideration for the importance of what is being memorized. For example, in history classes, children are taught specific dates to remember regarding when a war had been started and had ended, with little time focused on discussing how the lives of the people involved, the economy, or the environment were affected. On the other hand, at his previous school, before moving to Springfield, my nephew and his classmates were given spelling lists at the beginning of each week that they were to practice, and test on at the end of the week. Upon moving to the Springfield school district, we noticed they did not teach or practice spelling words. Furthermore, we also noticed he was starting to struggle with reading, and even had problems recalling words he had previously learned. When his instructors were asked why they do not participate in spelling tests, she informed us that the school district does not consider this to be beneficial to the students, so therefore, they took it off the
Andrea Smith’s “Heteropatriarchy and the Three Pillars of White Supremacy” introduces an alternative framework for the organization of women and people of color (Smith 67). Such framework is non-singular, contrasting the previous which have proven to be limiting to these groups (Smith 67). Through the discussion of the three pillars which are separate, but interrelated and heteropatriarchy within society Smith provides a helpful starting point for organizers to break from systems of oppression and ultimately deconstruct White supremacy (Smith 73).
Freire disagrees with the traditional form of education when he says, “Oppression...is necrophilic; it is nourished by love of death, not life. The banking concept of education, which serves the interests of oppression is also necrophilic” (Freire 261). Freire argues that learning via oppression is the death of learning. Oppression is necrophilic, as Freire says, because, instead of appreciating intelligence, people hang onto the death of language and education. To some this may not seem important, but there is a death of learning and the practice of learning. The Banking Concept is not the way to teach. Oppression in teaching is more prevalent than thought. An example of this is when people only call attention to pitfalls and negativity instead of cherishing positivity and successes. This is not a beneficial environment for the majority of people. Freire and Plato both illustrate that darkness and oppression symbolize the dearth of
Paulo Freire questions the theory that education is just a basic process consisting of just teaching between a student and teacher in Pedagogy of Hope. The text elaborates on the multiple components of teaching. Freire makes a valid point that the teaching style is an imperative factor in whether the student is able to comprehend the material. He lists four types of teaching styles. The first, authoritarian, the teacher is dispassionate to any input from the student. The second, permissive, allows the student full control of their learning with little to no teacher input. The third, intellectualism, is where the teacher is enamored and overwhelmed by the content of the teaching. The most important of the styles to Freire is dialogic/dialectic, engaging both the student and teacher in the content taught. This style is imperative to the students of today’s society because of the need to be free thinkers able to analyze critically and dialogic/dialectic is the only style with the capabilities to influence the mind.
Freier stated that the educator was taking away the power of the student to think on their own which turned them into “receptacles”. Freier wrote, “Narration (with the teacher as narrator) leads the students to memorize mechanically the narrated account. Worse yet, it turns them into "containers," into "receptacles" to be "filled" by the teachers. The more completely she fills the receptacles, the better teacher she is. The more meekly the receptacles permit themselves to be filled, the better students they are (Freier 216). It seems like these great authors such as Walker Percy and Paulo Freier criticize the role educators play in the education system and urge students to break free the conformity of the way subjects are taught in school and truly experience them through our own dialectical
One teacher may adopt the banking concept while the other may utilize the problem-posing concept. However, while problem-posing education generates creativity by giving students the ability to communicate, banking education does not. Freire asserts that in the “banking” concept of education, “the teacher chooses the program content, and the students (who were not consulted) adapt to it” (217). Freire indicates that students, who are victims of banking education, have no control over how an instructor chooses to teach. Therefore, creativity is destroyed by the fact that it was not even permitted in the first place. Students are not able to express their opinions or solve problems using their own methods because in order to pass the class, students not only need to adapt to the teaching style of their professors but think like them too. Freire’s quote relates to experiences I have had with “banking” teachers throughout my twelve years of formal education. Those teachers only taught using textbooks, therefore, they insisted that the textbook was always right. If I were to solve a math problem using a technique different from the book, then I would not get points for the problem even though my answer was right. And if I were to interpret an open-ended essay different from how my teacher would then my interpretations would be wrong. By doing this, my teachers destroyed my creativity. I was prohibited from my own thoughts and penalized if I expressed them. The only alternative for me was to become a “robot” that followed the orders of authorities, but being a “robot” was not something I was ashamed of. In fact, my role as a “robot” led me to better understand the “drama of Education” in which teachers attempt to “regulate the way the world ‘enters into’ the students”. I was able to figure out that my own teachers had tried to handle the way the world “entered into me” by
In his text, Freire says that, “This is the ‘banking’ concept of education, in which the scope of action allowed to the students extends only as far as receiving, filing, and storing the deposits” (Freire 218). Freire uses a banker’s diction such as “receiving,” “filing,” and “deposits” to emphasize the relationship between this form of education and a money transaction. Freire believes that the main oppressors are not the teachers, but understands that teachers facilitate the oppression of students. However, Freire also believes that the teachers, along with the students, are becoming dehumanized. In Freire, Davidson, and Deresiewsicz’s perspective the oppressors can be the high-order administrator like the Board of Education or at most the government. While facilitating the oppressing, teachers forget their opinions and style of teaching because they follow the guidelines and rules on how to teach the children. Although this is the standard technique and style for educating students, Freire opposes this
In Paulo Freire’s essay “The Banking Concept of Education” he talks about how in education there is no conversation between the teachers/professors and their students. In this essay there are a few points I do disagree with, such as that there are some class in which there cannot really be any conversation or discussion, for example mathematics cannot be disproven because there are theorems and concrete facts, so teachers and professors have to teach for memorization. Another reason I disagree with Freire’s way teaching is because in the banking concept Freire is against when teachers are just telling students things and they are regurgitating them, but some students learn better using memorization for learning in the class room and also when studying. The next point I disagree with in Freire’s essay is he doesn’t really look at it from the teachers stand point, because in the United States at least the teachers are now forced to only teach certain points in their subject because of all the standardize testing that they now have in place, specifically grade school. The last thing in Freire’s essay that I disagree with is how he seems to kind of put down teachers.
THE WAYS OF MEETING OPPRESSION IS AN ESSAY WRITTEN BY MARTIN LUTHER KING JR., ADDRESSING SEGREGATION THAT IS SPECIFICALLY DIRECTED TOWARD THE AFRICAN AMERICAN AUDIENCE. King’s primary audience is the African Americans, but also he has secondary audiences that he addresses, which are a combination of Christians or those who know of, or believe in the Christian views, as well as people in the legal system. He gives examples through his text that will demonstrate how he addresses mostly the African Americans, but also the various other audiences he is trying to reach to through his memorable speech. In his writing, he tells of three ways that they deal with oppression, and based on these he sends out a message to all who have read or heard his words. This message states what has been done in the past, as well as what should be done based on these past experiences. King chooses to speak to certain people through certain contexts and key phrases. In choosing certain phrases and also on how he states his words, he is successful in influencing all his audiences that he intended to persuade. The words that he carefully chose will tell how and why he wanted to focus on the primary and secondary audiences of his choice.
One must consider the nature of oppression and how it is present within social work. The nature of oppression infiltrates all aspects of life. Social work theorist, defines oppression as “relations that divide people into dominant or superior groups and subordinate or inferior ones. These relations of domination consist of the systematic devaluing of the attributes and contributions of those deemed inferior, and their exclusion from the social resources available to those in the dominant group”. When humans experience a perceived threat to their personal identities and lack the ability to maintain and affirm a unique identity, they exclude others by contrasting themselves against a constructed, and inferior, identity of the other. To better
In today’s society, schools in wealthy communities are better than those in poor communities, higher income schools are simply better at preparing their students for their future. In the reading “The Banking Concept Of Education As An Instrument Of Oppression” by Paulo Freire, he believes that teachers are depositing information into their students. He states that there are two educational systems, the “banking concept” is when teachers are filling their students up with information but the students aren’t fully understanding the material. On the other hand, the “problem posing concept” is when the teacher lets the students communicate with each other. It opens the classroom to a learning environment. Especially when students are more comfortable enough to ask the teacher a question. Esentionally he prefers the problem posing concept. Futhermore, “Social Class and The Hidden Curriculum Of Work” by Jean Anyon an educator at Rutgers University, Newark. She researches how students of different economic backgrounds are interacting with school work and teacher interaction in their elementary schools. Also, she supports her research by looking at the various ways public schools provide particular types of knowledge and educational experiences of the different social classes.
In Chapter 2 of Paulo Freire’s “Pedagogy of the Oppressed” he focuses his attention on the educational system and the problems within it. More specifically, he goes in depth comparing two specific methods of educating that are still used today; the banking method in which he believes is wrong method of educating and the problem posing method which he proposes as the more effective way of teaching and analyzes the “teacher-student relationship”.
It puts into action the words of Plato and Freire by giving students a place discover realties of the world around them. It is never guaranteed that a school will do well because student and teacher participation as well as community support is needed in order for success. In today’s modern classroom, banking education is still the primary way of educating. From elementary aged kids to undergraduates, students sit in classrooms worldwide and write down everything their teacher and their power point’s say. This in the short term may score them a solid grade on a test or quiz but in the long term serves them no purpose at all. If this were so it would be called remembering not learning. Ultimately, it does not serve the greater interests of the individual and of the society to continue to educate in this way. Both Plato and Freire’s arguments suggest, and with good evidence, that this style will not lead to the betterment of our World. Instead, leading to the continuation of oppression of the millions of marginalized who are still shackled in a cave of shadows and echos. Tim Mortenson’s schools are a shimmering light at the entrance of the cave for these peoples chance of
Nolan, who is considered a Banking Concept teacher, and Professor Keating, as we know of as a Problem Posing teacher, get into an argument about their different styles of teaching. Mr. Nolan is starting to question Keating’s unorthodox way of teaching and is upset that he was teaching the boys the dangers of conformity. Keating tells Mr. Nolan “ I thought the idea of education was to learn to think for yourself”. Because of Mr. Nolan’s traditional methods of teaching, he is against those boys thinking freely. In Paulo essay, he contrasts the two different ways of teaching by saying “Banking education resists dialogue; problem-posing education regards dialogue as indispensable to the act of cognition which unveils reality” (252). While Mr. Nolan does not care or want to hear from his students in the class, Professor Keating encourages discussion and challenges his students to think on a deeper level because he wants to hear back from
Throughout history, many men and women have made important contributions to the world of education. Amongst these is the Brazilian scholar Paulo Freire, whose influences on the world have been both broad and deep. A true believer in Marxist theory, his central ideas regarding education revolve around the concept that the experience and learning process of education are more important than the "facts" or concepts that are being taught. Consequently, traditional teaching methods (known as "Banking") train students to be passive, unthinking, and subservient to their superiors; instead, teachers should "free" their students by employing "problem-posing" techniques, where teachers not only present concepts for students to analyse, but actually become "students" themselves ("Oppressed").
In “The Banking Concept of Education” exerted from the Pedagogy of the Oppressed, Brazilian radical educator Paulo Freire analyzed an existing flaw in the educational system and discussed a new tactic, problem-posing, which he trusts will lead to a school system with a balanced teaching and learning environment between teachers and students. Freire argued that the flaw existed because of the lack of communication between teachers and their students, rather than a back and forth dialogue he critiqued they simply deposit the information to students who “receive, memorize, and repeat” the given material (318). He perceived that the banking concept limits the students’ ability to think for themselves, which he credited to the corrupt school system