This document summarizes key concepts from Chapter 2 of Paulo Freire's book "Pedagogy of the Oppressed". It discusses the traditional "banking" model of education, which treats students as empty vessels to be filled by teachers, and promotes oppression. Freire argues for a "problem-posing" model that fosters human freedom and critical thinking through dialogue between teachers and students. The document also compares views of a peasant and philosopher Jean-Paul Sartre on the relationship between consciousness and reality.

1. “PEDAGOGY OF THE OPPRESSED” BY PAULO FREIRE”
CHAPTER 2
Module:
“Teaching English in large Classes”
Presented by:
Unaiza Saeed, roll #6
Submitted to:
Dr. Mamona Khan

2. TABLE OF CONTENTS:
1. Characteristics of traditional western classroom
2. “Banking” model of education: An instrument for
oppression
3. “Problem-posing model”: An instrument for liberation.
4. Comparison of a peasant’s and Sartre’s POV.

3. CHARACTERISTICS OF TRADITIONAL WESTERN CLASSROOM
 Narrative aspect of classroom
 “Narrative” one sided nature of traditional
teaching.
 Teacher Narrating subject
 Student Passive listener
 Narration Disconnected from students’ life
experiences.

4. BANKING MODEL OF EDUCATION : AN INSTRUMENT FOR
OPPRESSION
• Education Depositing
• Teachers deposit knowledge into students’ minds.
• Knowledge Teachers have but students lack.
• Knowledge is possessed by authority figures
• Powerless people are ignorant.
• Teachers are subjects and students are merely an
object.
Oppression

5. DISADVANTAGES OF ‘BANKING’ MODEL
 Dehumanization
 Students Empty vessels to be filled by teachers
 Stifles creativity
 Does not encourage students to ask questions
 Closely tied to oppression
 Teaches them to adapt to the world as it is, instead of
questioning it or trying to change it.

6.  Freire argues that oppressors combine “banking”
education with institutions like welfare, which treats
oppressed people as if they exist outside of normal,
“healthy” society.
 To liberate themselves, oppressed people cannot
become “integrated” into oppressive society; rather,
they must transform society entirely.
 “Banking” education combats this transformation by
turning people into “automatons.”

7. “PROBLEM-POSING MODEL”: AN INSTRUMENT FOR
LIBERATION.
 People do not act on
the world: they merely
live in it and observe it.
 Teachers control how
their students observe
the world and teach
them to fit in.
 Authentic
communication in the
classroom.
 Teachers cannot
impose their ideas on
students, but should
instead work with
students equally.
Banking Model Problem-Posing Model

8. PROBLEM-POSING MODEL
 Fosters human freedom.
 Encourages communication
 Transforms the relationship between students and
teachers, merging them into teacher-students and
student-teachers.
 Teachers and students “co-investigators” who
question reality together.
 Pushes students to gain critical awareness.

9. BASE OF PROBLEM-POSING MODEL
 Humanistic approach
 Individuals cannot be truly human until they possess
knowledge.
 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.
 Humans are naturally creative and can think creatively.
 Teachers and students can become partners and solve
problems.

10. • Freire calls out the “banking” model as oppressive so that revolutionary
leaders do not use it in the struggle for liberation.
• Revolutionary leaders should “reject the banking concept in its entirety”
and replace it with a new model: the “problem-posing” model.
• “Problem-posing” is “revolutionary futurity,” because it relies on the hope
that oppression is changeable and can be defeated in the future.

11. Comparison of Peasant’s and
Sartre’s POV

12. DISCUSSION: ANTHROPOLOGICAL (WHAT MAKES US
HUMAN) CONCEPT OF CULTURE
 Peasant: "Now I see that without man there is no world."
 Educator: "Let's say, for the sake of argument, that all the men on
earth were to die, but that the earth itself remained, together with
trees, birds, animals, rivers, seas, the stars . . , wouldn't all this be a
world?"
 Peasant: "Oh no, there would be no one to say: This is a world.”
 Lacking world of consciousness Lacking consciousness of
world

13. JEAN PAUL SARTRE: EXISTENTIALISM
 “Consciousness and reality (world) are given at the
same time; reality is external to consciousness by its
very true nature, and subject to it, at the same time.”
Significance of this Comparison
 Sartre was an academic and philosopher, the peasant
(ignorant in traditional class) was able to develop a
similar idea without reading Sartre’s work.
 It shows how oppressors create a false dichotomy
between people who have knowledge and people
who don’t.