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Pedagogy of the oppressed


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Pedagogy of the oppressed is one of the best books I have read this summer. This is a book review of sorts, though I do not highlight all aspects of the book. I only make reference to chapter 2.

Published in: Education

Pedagogy of the oppressed

  1. The Banking concept of Education.
  2. Takeaways & Quotes From Paulo Freire’s book (Chapter 2) A presentation by Jorge Madrid, Founder, “To the oppressed, and to those who suffer with them and fight at their side.” Paulo Freire
  3. In the banking concept of education, knowledge is a gift bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing.
  4. Education thus becomes an act of depositing, in which the students are the depositories and the teacher is the depositor.
  5. The teachers makes deposits which the students patiently receive, memorize, and repeat.
  6. It is not surprising that the banking concept of education regards men as adaptable, manageable beings.
  7. The more students work at storing the deposits entrusted to them, the less they develop the critical thinking skills.
  8. The more completely they accept the passive role imposed on them, the less creative they become.
  9. Attitudes and practices in the banking education concept:
  10. The teacher teaches and
  11. the students are taught;
  12. The teacher knows everything and
  13. the students know nothing;
  14. The teacher thinks and the students are thought about;
  15. The teacher talks and the students listen –meekly;
  16. I must be quiet in class. I must be quiet in class. I must be quiet in class. I must be quiet in class. The teacher disciplines and the students are disciplined;
  17. The teachers chooses and enforces her choice, and the students comply;
  18. The teacher acts and the students have the illusion of acting through the action of the teacher.
  19. The teachers chooses the program content, and the students (who were not consulted) adapt to it;
  20. The teacher confuses the authority of knowledge with her own professional authority which she sets in opposition to the freedom of the students;
  21. The teacher is the Subject of the learning process, while the pupils are mere objects.
  22. 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 transform.
  23. Sooner or later students may perceive the contradiction in which banking education seeks to maintain them, and then engaged themselves in the struggle for their liberation.
  24. But the humanist, revolutionary educator cannot wait for this possibility to materialize.
  25. From the outset, her efforts must coincide with those of the students to engage in critical thinking and the quest for mutual humanization.
  26. His efforts must be imbue with a profound trust in people and their creative power.
  27. To achieve this, teachers must be partners of the students in their relation with them.
  28. Education must begin with the solution of the teacher- student contradiction so that both are simultaneously teachers and students.
  29. Reference: The Continuum International Publishing Group Inc
  30. Images: Microsoft Office Online Image on Slide 1, and 9 Learn more about us at: Contact: