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Freire argues that education is not the transfer of knowledge, instead it is the social or individual construction of knowledge raised in the real life of a student. Take the few minutes of your time and go through these slides as it will expand your metal capacity on the educational context.
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“The Banking Concept of Education” “The Banking Concept of Education,” from Pedagogy of the Oppressed by Paulo Freire. New York: Continuum, 1993. Translated by Myra Bergman Ramos [This is the citation information you will need to construct a Works Cited entry; for in-text citation, use Paulo Freire’s last name and the paragraph number (since this is a reprint and not the original, book-length source). Consult your Easy Writer for information about citing a book with a translator]. A careful analysis of the teacher-student relationship at any level, inside or outside the school, reveals its fundamentally narrative character. This relationship involves a narrating Subject (the teacher) and patient, listening objects (the students). The contents, whether values or empirical dimensions of reality, tend in the process of being narrated to become lifeless and petrified. Education is suffering from narration sickness. The teacher talks about reality as if it were motionless, static, compartmentalized, and predictable. Or else he expounds on a topic completely alien to the existential experience of the students. His task is to "fill" the students with the contents of his narration—contents which are detached from reality, disconnected from the totality that engendered them and could give them significance. Words are emptied of their concreteness and become a hollow, alienated, and alienating verbosity. The outstanding characteristic of this narrative education, then, is the sonority of words, not their transforming power. "Four times four is sixteen; the capital of Pará is Belim." The student records, memorizes, and repeats these phrases without perceiving what four times four really means, or realizing the true significance of "capital" in the affirmation "the capital of Pará is Belim," that is, what Belim means for Pará and what Pará means for Brazil. Narration (with the teacher as narrator) leads the students to memorize mechanically the narrated content. Worse yet, it turns them into "containers," into "receptacles" to be "filled" by the teacher. The more completely he fills the receptacles, the better a teacher he is. The more meekly the receptacles permit themselves to be filled, the better students they are. Education thus becomes an act of depositing, in which the students are the depositories and the teacher is the depositor. Instead of communicating, the teacher issues communiques and makes deposits which the students patiently receive, memorize, and repeat. 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. They do, it is true, have the opportunity to become collectors or cataloguers of the things they store. But in the last analysis, it is men themselves who are filed away through the lack of creativity, transformation, and knowledge in this (at best) misguided system. For apart from inquiry, apart from the praxis, ...
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10 Pedagogy of the Oppressed Chapter 2 On the “banking concept of education” <HTTP://www.Marxist.org/subject/education/freire/pedagogy/ch02.htm> Paulo Freire A careful analysis of the teacher-student relationship at any level inside or outside the school, reveals its fundamentally narrative character. This relationship involves a narrating Subject (the teacher) and patient, listening objects (the students). The contents, whether values or empirical dimensions of reality, tend in the process of being narrated to become lifeless and petrified. Education is suffering from narration sickness. The teacher talks about reality as if it were motionless, static, compartmentalized, and predictable. Or else he expounds on a topic completely alien to the existential experience of the students. His task is to “fill” the students with the contents of his narration—contents which are detached from reality, disconnected from the totality that engendered them and could give them significance. Words are emptied of their concreteness and become a hollow, alienated, and alienating verbosity. The outstanding characteristic of this narrative education, then, is the sonority of words, not their transforming power. “Four times four is sixteen; the capital of Para is Belem.” The student records, memorizes, and repeats these phrases without perceiving what four times four really means, or realizing the true significance of “capital” in the affirmation “the capital of Para is Belem,” that is, what Belem means for Para and what Para means for Brazil. Narration (with the teacher as narrator) leads the students to memorize mechanically the narrated content. Worse yet, it turns them into “containers,” into “receptacles” to be “filled” by the teacher. The more completely she fills the receptacles, the better a teacher she is. The more meekly the receptacles permit themselves to be filled, the better students they are. Education thus becomes an act of depositing, in which the students are the depositories and the teacher is the depositor. Instead of communicating, the teacher issues communiques and makes deposits which the students patiently receive, memorize, and repeat. 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. They do, it is true, have the opportunity to become collectors or cataloguers of the things they store. But in the last analysis, it is the people themselves who are filed away through the lack of creativity, transformation, and knowledge in this (at best) misguided system. For apart from inquiry apart from the praxis, individuals cannot be truly human. Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry, human beings pursue in the world, with the world, and with each other. In the banking concept of education, knowledge is a gift bestowed by those who consider themselves knowle.
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The “Banking” Concept of Education Paulo Freire A careful analysis of the teacher-student relationship at any level, inside or outside the school, reveals its fundamentally narrative character. This relationship involves a narrating Subject (the teacher) and patient, listening objects (the students). The contents, whether values or empirical dimensions of reality, tend in the process of being narrated to become lifeless and petrified. Education is suffering from narration sickness. The teacher talks about reality as if it were motionless, static, compartmentalized, and predictable. Or else he expounds on a topic completely alien to the existential experience of the students. His task is to “fill" the students with the contents of his narration—contents which are detached from reality, disconnected from the totality that engendered them and could give them significance. Words are emptied of their concreteness and become a hollow, alienated, and alienating verbosity. The outstanding characteristic of this narrative education, then, is the sonority of words, not their transforming power. "Four times four is sixteen; the capital of Pará is Belém." The student records, memorizes, and repeats these phrases without perceiving what four times four really means, or realizing the true significance of "capital" in the affirmation "the capital of Para is Belém," that is, what Belém means for Pará and what Pará means for Brazil. Narration (with the teacher as narrator) leads the students to memorize mechanically the narrated content. Worse yet, it turns them into "containers," into "receptacles" to be "filled" by the teacher. The more completely she fills the receptacles, the better a teacher she is. The more meekly the receptacles permit themselves to be filled, the better students they are. Education thus becomes an act of depositing, in which the students are the depositories and the teacher is the depositor. Instead of communicating, the teacher issues communiques and makes deposits which the students patiently receive, memorize, and repeat. 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. They do, it is true, have the opportunity to become collectors or cataloguers of the things they store. But in the last analysis, it is the people themselves who are filed away through the lack of creativity, transformation, and knowledge in this (at best) misguided system. For apart from inquiry, apart from the praxis, individuals cannot be truly human. Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other. In the banking concept of education, knowledge is a gift bestowed by those who consider themselves knowledgeable upon those whom they Freire—2 consider to kn.
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Mehran University Newsletter Vol-X, Issue-I, 2024
Mehran University of Engineering & Technology, Jamshoro
Klinik_ Apotek Onlin 085657271886 Solusi Menggugurkan Masalah Kehamilan Anda Jual Obat Aborsi Asli KLINIK ABORSI TERPEECAYA _ Jual Obat Aborsi Cytotec Misoprostol Asli 100% Ampuh Hanya 3 Jam Langsung Gugur || OBAT PENGGUGUR KANDUNGAN AMPUH MANJUR OBAT ABORSI OLINE" APOTIK Jual Obat Cytotec, Gastrul, Gynecoside Asli Ampuh. JUAL ” Obat Aborsi Tuntas | Obat Aborsi Manjur | Obat Aborsi Ampuh | Obat Penggugur Janin | Obat Pencegah Kehamilan | Obat Pelancar Haid | Obat terlambat Bulan | Ciri Obat Aborsi Asli | Obat Telat Bulan | Pil Aborsi Asli | Cara Menggugurkan Konten | Cara Aborsi Tuntas | Harga Obat Aborsi Asli | Pil Aborsi | Jual Obat Aborsi Cytotec | Cara Aborsi Sendiri | Cara Aborsi Usia 1 Bulan | Cara Aborsi Usia 2 Tahun | Cara Aborsi Usia 3 Bulan | Obat Aborsi Usia 4 Bulan | Cara Abrasi Usia 5 Bulan | Cara Menggugurkan Konten | Kandungan Obat Penggugur | Cara Menghitung Usia Konten | Cara Mengatasi Terlambat Bulan | Penjual Obat Aborsi Asli | Obat Aborsi Garansi | Kandungan Obat Peluntur | Obat Telat Datang Bulan | Obat Telat Haid | Obat Aborsi Paling Murah | Klinik Jual Obat Aborsi | Jual Pil Cytotec | Apotik Jual Obat Aborsi | Kandungan Dokter Abrasi | Cara Aborsi Cepat | Jual Obat Aborsi Bergaransi | Jual Obat Cytotec Asli | Obat Aborsi Aman Manjur | Obat Misoprostol Cytotec Asli. "APA ITU ABORSI" “Aborsi Adalah dengan membendung hormon yang di perlukan untuk mempertahankan kehamilan yaitu hormon progesteron, karena hormon ini dibendung, maka jalur kehamilan mulai membuka dan leher rahim menjadi melunak,sehingga mengeluarkan darah yang merupakan tanda bahwa obat telah bekerja || maksimal 1 jam obat diminum || PENJELASAN OBAT ABORSI USIA 1 _7 BULAN Pada usia kandungan ini, pasien akan merasakan sakit yang sedikit tidak berlebihan || sekitar 1 jam ||. namun hanya akan terjadi pada saatdarah keluar merupakan pertanda menstruasi. Hal ini dikarenakan pada usiakandungan 3 bulan,janin sudah terbentuk sebesar kepalan tangan orang dewasa. Cara kerja obat aborsi : JUAL OBAT ABORSI AMPUH dosis 3 bulan secara umum sama dengan cara kerja || DOSIS OBAT ABORSI 2 bulan”, hanya berbedanya selain mengisolasijanin juga menghancurkan janin dengan formula methotrexate dikandungdidalamnya. Formula methotrexate ini sangat ampuh untuk menghancurkan janinmenjadi serpihan-serpihan kecil akan sangat berguna pada saat dikeluarkan nanti. APA ALASAN WANITA MELAKUKAN ABORSI? Aborsi di lakukan wanita hamil baik yang sudah menikah maupun belum menikah dengan berbagai alasan , akan tetapi alasan yang utama adalah alasan-alasan non medis (termasuk aborsi sendiri / di sengaja/ buatan] MELAYANI PEMESANAN OBAT ABORSI SETIAP HARI, SIAP KIRIM KESELURUH KOTA BESAR DI INDONESIA DAN LUAR NEGERI. HUBUNGI PEMESANAN LEBIH NYAMAN VIA WA/: 085657271886
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Mehran University Newsletter Vol-X, Issue-I, 2024
Mehran University Newsletter Vol-X, Issue-I, 2024
Jual Obat Aborsi Hongkong ( Asli No.1 ) 085657271886 Obat Penggugur Kandungan...
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