This paper briefly compares two important figures that have major contributions in education.
The paper includes both educators Paulo Freire and William Brickman and discusses their contributions’ to the field of Education. In all, this paper reveals the struggle each person had to overcome to advance in their research, the comparisons and differences between them, as well as reasons that might have impacted their success.
IMPORTANT SCHOLARS PAULO FREIRE AND WILLIAM BRICKMAN 3
The Contributions
Paulo Freire and his family had no option but to relocate to the countryside of Brazil due to the Crash of Wall Street in 1929 (Flanagan, 2005). Freire personally endured the effects poverty had on education at a young age while living next to impoverished peasantry (Flanagan, 2005). Freire was able to grasp how education is used as a tool by the oppressor to keep the oppressed systemically controlled, dominated, and suppressed (Flanagan, 2005). The oppressed people understood how education in conventional schooling was used by the oppressor to ensure that they lived with the understanding that they are worthless. In this conventional system Freire explained that the teachers are the narrators of knowledge and students are passive learners (Flanagan, 2005).
Freire also contributed to a system where students are passive learners and their job is to listen as the teacher provides them with content of their knowledge, this system is called The Banking Concept of Education. One way that Freire sought to fix this process was by introducing student and teacher discussions. Students would learn by experience and practice, this process would integrate problem solving activities and perso...
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...est Education Ever: London: Continuum International Publishing.
Freire, Paulo, Pedagogy of the Oppressed, trans, by Myra Bergman Ramos, Harmondsworth:
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Flanagan, Frank M. Greatest Educators Ever. London, GBR: Continuum International
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Douglas talks about how people who refuse to learn about their situation do not want to face their oppression. However, Freire says nearly the same thing just that students believe they know everything from the whole banking concept idea. Another similarity that both these pieces present is the value of education in society. Douglas talks about the education prospective from his point of view in the 1800s which is very different from now but he still represents an argument. People should want to learn how to read and get a better understanding on their unfortunate circumstances. However, Freire’s point of view is from the late 1900s which is more recent then Douglas. Freire talks about how teachers need to change their style of teaching so students become more active in the classrooms. However, these pieces can be very different based on what is the social problem in both articles. Douglas faces the problem of race, since Douglas is African he was unable to learn how to read and write unless the lessons were given in secrecy. When Douglas learned how to read and write he tried to teach his people and they refused to so he lost faith and trust in everyone. Freire talks about the problem in the classrooms, how teachers need to get the students more active to help them feel a need that they are incomplete unless they are
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.
Herr and Paolo Freire are both influential philosophical authors who understand have somehow looked beyond the lines when it comes to education. Herr has learned more through personal experience while Freire hasn’t exactly discussed how he as acquired such knowledge, but is on the right track because he has similar attributes to Herr. This is why there are little stakes between choosing a theory over the other. However, there are some. While choosing Herr over Freire, students will have more of a wide-broad selection of freedom to explore the greatest depths of their imagination to become successful. However, not every student would be able to handle this well like Herr did in his college experience. If you were to choose Freire over Herr, The student and the teacher would be both in a mutual atmosphere while becoming successful. The student would be able to move on in the world knowing the he/she is not the only one being mentally aided through their college
In this method of education, according to Freire, students never think critically or develop ideas. The second type of education is labeled “problem-posing”. Freire makes it very clear that he is an advocate of the “problem-posing” method of education. He believes in encourages communication and better comprehension of what the students are learning. “Yet only through communication can human life hold meaning…the teacher cannot think for his students, nor can he impose his thought on them” (Freire 216). Freire argues that the only real form of educatio...
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
Freire suggests a "problem-posing education" solution to this education epidemic where the relationship between the students and the teachers are evened and each can take on the others roles. Through dialogue one can become more liberated to think and question. Creating thinkers can create world changers, transformers, and more educated
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
Two particular authors wrote their essays on education, and although they focus on two unlike subjects entirely, the authors describe specific goals that they wish to have achieved based on their observations and experiences; therefore, there is at least some form of similarity.
Despite both writers believing that there is a flaw in modern-day education, they come to that conclusion in separate ways. Freire predominately believes that the education system is what is restraining students, while Percy believes that the students are to be blamed for refusing to leave “the beaten track.” Regardless of the individual problem that both writers perceive as being incorrect, Freire and Percy end at the same conclusion that students are losing their individuality. Students and teachers must unite to strive for the change they deserve and to get past the preset system that is withholding them from greatness. Freire points out that true “Knowledge emerges only through invention and reinvention, through the restless, impatient, continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other” (72). With these newly discovered ideas for reform, students will not be constrained by their oppressors from expressing who they truly are:
Paulo Friere’s essay “The ‘Banking’ concept of education” is a short passage from his book "Pedagogy of the Oppressed" that explains the two primary types of education that exist according to Friere. Friere describes the two types of educating as the banking concept, which is briefly described as the transfer of the knowledgeable teacher, to the ignorant student "Education thus becomes an act of depositing, in which the students are the depositories and the teacher is the depositor." (Friere 1), and the problem-poser, which he describes as two way communication in which the students and teacher both teach and learn from one another "Through dialogue, the teacher-of-the-students and the students-of-the-teacher cease to exist and a new term emerges: teacher-student with
Pinar refers to the current situation in the field of education as a “nightmare” because education is no longer in the hands of educators. Our society today is becoming full of citizens and educators who are comfortable being the silent majority. Educators are sitting back in the shadows remaining silent while our government tells us how and what to teach in order to cultivate the minds of an economically productive future society. Teachers are no longer able to educate students about the value of becoming intellectuals because their time is spent training students to pass a test. In order to solve this problem, Pinar suggests that we learn more about our past and how we came to this juncture in our lives in order to deal with the problem that exists in education until this day.
He compared the way that students are being taught is more like how we use a bank. The students are given the given the information, but only to file and store away for later use (Pedagogy of the Oppressed, P. 1). Students do not actively participate in their learning and are not able to relate what they learned to real life situations. This is one connection that I have with Freire. In my philosophy of education, I stated that I want to challenge my students and give them the tools to be successful. Freire labeled the education that is needed is called problem-posing education. Problem-posing education is more or less the teacher and the student teaching, learning, and working together towards the success of each
“Achievement of Desire”, an essay written by Richard Rodriguez, which describes the struggle a boy, has to go through to balance the life of academics and the life of a middle class family. As a son Rodriguez sees the illiteracy off his parents, and is embarrassed of it, and as a student Rodriguez sees the person that he wants to be, a teacher, a person of authority and person of knowledge. Rodriguez tells his personal story of education, family, culture and the way he is torn in-between it all. In this essay, Rodriguez uses the term of a of a “Scholarship boy” meaning a “good student” and “troubled son”, he believes that being a scholarship boy makes him feel separation and isolation as he goes further in his education and Rodriguez insist that the feelings of separation and isolation are universal feeling.
White, J. (1982). The aims of education restated (pp. 121-2). London: Routledge & Kegan Paul.
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.