According to Freire the most important aspect of education is the relationship between the student and teacher. Faulty teaching that results in poorly educated students would obviously be seen as fault of the teachers, but Freire states that the real reason why is far more insidious. The Banking Method of teaching is the real evil and continues the cycle of oppression due to the circulation of the same, often incorrect information and leads to the students that are pumped full of misinformation becoming the next generation of teachers who then indoctrinate their own students. “The more students work at storing the deposits entrusted to them, the less they develop the critical consciousness which would result from their intervention as transformers of the world. The more completely they accept the passive role imposed on them, the more they tend simply to adapt to the world as it is and to the fragmented view of reality deposited in them.” (Freire 73). If …show more content…
The teacher and the student are unable to have a proper dialogue, and so are the teacher and the oppressor handing the teacher information. The relationship is the same in both cases. The oppressor know more than the teacher and the teacher is not to question their authority unless they want to risk punishment. Because the oppressor is held in a higher regard than the teacher, the power inequality does not allow for dialogue, and without dialogue there can be no understanding or change. In Persepolis, the main character Marjane is in school during a revolution in Iran and she witnesses the information she’s being taught changing depending on the interests of the government. When she speaks out against it with the correct information, the teacher sends her home and calls her parents up. Although there was an opportunity for dialogue between Marjane and her teacher, she was simply punished for questioning
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
Persepolis Argumentative Essay In the memoir “Persepolis” by Marjane Satrapi we learn the effects the revolution had on the Satrapi’s family. To summarize, Marji grew up around the Islamic War. This caused her to become very curious about why people act a certain way or do things. In the story, she is constantly learning from what’s right and wrong.
In their work, Plato and Paulo Freire have offered harsh critiques of education and learning. Plato compares people to prisoners in a cave of darkness in relation to knowledge, and Freire refers to a “Banking Concept” of education in which teachers put their thoughts and information into students’ minds much like the deposition of money into a bank. Instead of this money being of value, Freire and Plato acknowledge that the value declines. Although many people refute the concept of accepting new knowledge and admission of mistakes, I claim that both Plato and Freire produce valid points about the corruption of education because people cannot learn unless they have an open mind and truly desire to learn. Ultimately, what is at stake here is the effectiveness of learning and continuing the cycle of education.
... that a “banking” education is not the better choice for obtaining an education. He does not present both options and allow or encourage the reader to form their own opinions. The style of his writing is direct and straightforward as opposed to analytical. By analyzing Freire’s essay, one can assume that Freire received a “banking” education based on the way he has written his essay. This is another example of how the style of education you receive affects your life and relationships.
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
The banking concept is “ a gift bestowed by those who consider themselves knowledgeable upon those who they consider to know nothing'; (Freire 213). The goal of the ‘banking’ concept is to deposit as much information into the students as possible. This results in disconnected memorization without the real understanding and discouragement of creative thought.They cannot think for themselves. As Marx writes, just as there are two types of learning, ‘banking’ and problem-posing, he explains that society is this way also. There is the upper class and subordinate classes. They both struggle for economic and political power and the primary way the upper class keeps its power is through their beliefs and values. They are allowed to think. The subordinate classes believe they are subordinate due to the upper classes prestige and way of thinking. Like Freire’s ‘banking’ concept, education is the way to keep students down and this works because the students accept all knowledge from the teacher, just like the dominant class in Marx’s ideology, keeps the subordinate classes submissive.
In the Freire’s “the banking ‘banking’ concept education.” he interpreted that teacher deposit themselves contains reality to students, and take the concept as if reality although it is far away from our life. This kind of education model led students to adapt the world, but not judges the world personally. T The capability of banking education to minimize or annul the students’ creative power and to stimulate their credulity serves the interest of the oppressors, who care neither to have the world revealed nor to see it transformed (Freire, Pg.217). The process of teacher’s teaching just an information transition, this act make students away from real life and world. Hence, banking education makes people apart from praxis. Apart from the way to be a fully human being in the real
Freire believes that the “more completely they accept the passive role imposed on them, the more they tend simply to adapt to the world as it is and to the fragmented reality deposited in them” (73). Percy claims that this dependency stems from the belief that “sovereignty [must be] surrendered to a class of privileged knowers” (54). Freire believes that due to this loss of sovereignty, the ones with authority attempt to “indoctrinate[e] them to adapt to the world of oppression” (78). Consequences begin to mount as students begin to mold into the world of oppression. Freire’s strongest belief is that, due to the banking system, a student simply becomes “the possessor of a consciousness: an empty ‘mind’ passively open to the reception of deposits of reality from the world outside” (75). This mentality causes students to become constricted thinkers, or mindless robots, only letting the engineer program predetermined ideas that the engineer deems them fit enough to know. “What has taken place,” claims Percy, “is a radical loss of sovereignty” among the students because in the way education is currently being utilized, educators perceive that knowledge can simply be placed into students, however, this method is sorely inhumane
James Scurlock strongly emphasizes this problem throughout the whole documentary. Students, ranging in ages from 18-22 primarily, are young, and naive. They are out from under their parent’s rule and free to make decisions on their own. This means that many are going to take certain steps necessar...
Graff begins by talking about the educational system, and why it flawed in many ways, but in particular, one: Todays schools overlook the intellectual potential of street smart students, and how shaping lessons to work more readily with how people actually learn, we could develop into something capable of competing with the world. In schools, students are forced to recite and remember dull and subject heavy works in order to prepare them for the future, and for higher education. “We associate the educated life, the life of the mind, too narrowly and exclusively with subjects and texts that we consider inherently weighty and academic. We assume that it’s possible to wax intellectual about Plato, Shakespeare, the French Revolution, and nuclear fission, but not about cars, dating, fashion, sports, TV, or video games.” (Graff, 198-199) In everyday life, students are able to learn and teach themselves something new everyday. It is those students, the “young person who is impressively “street smart” but does poorly in school” (Graff, 198), that we are sweeping away from education and forcing to seek life in places that are generally less successful than those who attend a college or university.
Throughout history, governments and rulers have oppressed every option, idea and freedoms of their citizens. When the people fight back, they fight for different things due to their circumstances, like education or to get rid of censorship in the government and media. In the book Persepolis by Marjane Satrapi and Malala Yousafzai’s acceptance speech, both Malala and Marjane experience their freedoms being oppressed. For Malala’s case, her rights were stripped away when the extremist group known as the Taliban over took her town. Her right to an education then became a crime when she wanted to learn and girls were stopped from going to school. Similarly, Marjane’s freedom of expression was persecuted when the new government was installed and censored everything Western. Malala’s and Marjane’s actions are worthwhile because through their sacrifices
Throughout the book, Persepolis, there is this constant theme involving the education system of Iran, which is that the education system revolves around whoever is in charge of the country. The two figure heads that are in charge of the country throughout the book are the shah and the Islamic regime. The Shah was in power for the first part of the book, until he was forced to step down and the Islamic regime took over in his place. There are numerous examples in the book showing how the education in Iran is shaped by those who are in power. The different education systems of the the shah and Islamic regime failed the children of Iran not because they were kaput systems in themselves, but because the change from a secular education to a religious
To begin with, Satrapi writes Persepolis from a child’s point of view. Young Marjane Satrapi displays the characteristics that any child might have. She is simple, innocent, and easily influenced. For example, when her parents are demonstrating against the king, Marjane Satrapi says, “As for me, I love the king, he was chosen by God” (Satrapi 19). Her teacher tells her this, and she believes her teacher because Marjane Satrapi is a child and, in all innocence, will believe anything because her teacher, in her eyes, knows everything. Situations such as this show the influence of authority on her as a child because the teacher is an authority who tells Satrapi a misleading fact and Satrapi believes her, or is influenced by ...
Before one can go on and explore deeper into education as an institution it would be best to understand what, in fact,