Pedagogy of the Oppressed, Banking Model of Education. Transmission model, Needs in the Ethic of care model, Vindication of the Rights of Men, Vindication of the Rights of Woman, Balhatya  Pratibandhak Griha

1. Paulo Freire,
Nel Noddings,
Mary Wollstonecraft and
Savitribai Phule
M. Vijayalakshmi
M.Sc., M.Phil. (Life Sciences), M.Ed., M.Phil. (Education),
NET (Education), PGDBI
Assistant Professor (Former),
Sri Ramakrishna Mission Vidyalaya College of Education (Autonomous),
Coimbatore – 641020.

2. Paulo Reglus Neves Freire
• Paulo Reglus Neves Freire (1921–1997) was a
Brazilian educator and philosopher who was a leading advocate of critical
pedagogy.
• He is best known for his influential work Pedagogy of the Oppressed, which is
generally considered one of the foundational texts of the critical pedagogy
movement.

3. Pedagogy of the Oppressed
• In Pedagogy of the Oppressed, Freire, reprising the oppressors–oppressed
distinction, applies the distinction to education, championing that education should
allow the oppressed to regain their sense of humanity, in turn overcoming their
condition. Nevertheless, he acknowledges that for this to occur, the oppressed
individual must play a role in their liberation.

4. • No pedagogy which is truly liberating can remain distant from the oppressed by
treating them as unfortunates and by presenting for their emulation models from
among the oppressors. The oppressed must be their own example in the struggle
for their redemption.
• Likewise, oppressors must be willing to rethink their way of life and to examine
their own role in oppression if true liberation is to occur: "Those who authentically
commit themselves to the people must re-examine themselves constantly".

5. • Freire believed education could not be divorced from politics; the act
of teaching and learning are considered political acts in and of
themselves. Freire defined this connection as a main tenet of critical
pedagogy.
• Teachers and students must be made aware of the politics that
surround education. The way students are taught and what they are
taught serves a political agenda. Teachers, themselves, have political
notions they bring into the classroom

6. • Freire believed that Education makes sense because women and men
learn that through learning they can make and remake themselves,
because women and men are able to take responsibility for themselves
as beings capable of knowing—of knowing that they know and
knowing that they don’t.

7. Banking Model of Education
• The term banking model of education was first used by Paulo Freire in his highly
influential book Pedagogy of the Oppressed.
• Freire describes this form of education as "fundamentally narrative (in)
character” with the teacher as the subject (that is, the active participant) and the
students as passive objects.
• Instead of communicating, the teacher issues communiqués 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 students extends
only as far as receiving, filing, and storing the deposits.

8. Criticism of the "banking model" of education
• In terms of pedagogy, Freire is best known for his attack on what he
called the "banking" concept of education, in which students are
viewed as empty accounts to be filled by teachers. He notes that "it
transforms students into receiving objects [and] attempts to control
thinking and action, lead[ing] men and women to adjust to the world,
inhibit[ing] their creative power."

9. • The basic critique was not entirely novel, and paralleled Jean-Jacques
Rousseau's conception of children as active learners, as opposed to a tabula
rasa view, more akin to the banking model.
• John Dewey was also strongly critical of the transmission of mere facts as the
goal of education. Dewey often described education as a mechanism for social
change, stating that "education is a regulation of the process of coming to share in
the social consciousness; and that the adjustment of individual activity on the basis
of this social consciousness is the only sure method of social reconstruction".

10. • Freire's work revived this view and placed it in context
with contemporary theories and practices of education,
laying the foundation for what would later be
termed critical pedagogy.

11. Transmission model
• Banking education follows the transmission model of education. This
model views education as a specific body of knowledge that is transmitted
from the teacher to the student. It emphasizes teacher-centric learning
where students are passive absorbers of information and that the purpose
of learning is memorization of facts.
• The transmission model is most often used in university settings as
lectures. When there is a class of over 100 students the easiest method of
education is through lecture where the teacher stands at the front of the
class and dictates to the students.

12. Nel Noddings
• Nel Noddings (born January 19, 1929) is an American feminist,
educator, and philosopher best known for her work in philosophy of
education, educational theory, and ethics of care.

13. Contributions to education
• Ethic of care in education
• In education, the ethic of care speaks of obligation to do something right and a
sense that we must do something right when others address us.
• The "I must" response is induced in direct encounter in preparation for response.
We respond because we want to; either we love and respect those that address
us or we have significant regard for them. As a result, the recipients of care must
respond in a way that demonstrates their caring has been received

14. • In regards to education, caring refers to the relationship between
student and teacher, not just the person who cares. As educators
respond to the needs of students, teachers may see the need to design a
differentiated curriculum because as they work closely with students,
they will be moved by students' different needs and interests. The
claim to care must not be based on a one-time virtuous decision but an
ongoing interest in the student's welfare.

15. Needs in the ethic of care model
• Distinction
• In "Identifying Needs in Education" Noddings (2003) provides criteria for deciding whether a want
should be recognized or treated as a need. This criteria is as follows:
 The want is fairly stable over a considerable period of time and/or it is intense.
 The want is demonstrably connected to some desirable end or, at least, to one that is not harmful;
further, the end is impossible or difficult to reach without the object wanted.
 The want is in the power (within the means) of those addressed to grant it.
 The person wanting is willing and able to contribute to the satisfaction of the want.

16. Inferred needs
• The overt or explicit curriculum in education is designed to meet the inferred
needs of students, as they are those identified by teachers or individuals to
improve the classroom learning environment.
• In the ethics of care philosophy, inferred needs are referred to as those that come
from those not directly expressing the need.
• Most needs identified by educators for learners are inferred needs because they
are not being identified by the learners themselves.
• Students' inferred needs can often be identified interactively, through working
with them one on one or observing their behaviour in a classroom environment

17. Expressed needs
• Expressed needs are difficult to assess and address in the classroom
environment, as they are needs directly expressed by learners through behaviour
or words.
• Although expressed needs are difficult to address, educators need to treat them
positively in order to maintain a caring relationship with learners. If expressed
needs are not treated carefully, the individual might not feel cared for.
• Educators should make a consistent effort to respond to a student's expressed
needs through prior planning and discussions of moral and social issues
surrounding the needs

18. Basic (universal) needs
• Basic needs are defined as the most basic needs required to survive
such as food, water and shelter.
• Basic needs and needs associated with self-actualization
(overwhelming needs) co-exist when basic needs are being
compromised over extended periods of time.

19. Overwhelming needs
• Overwhelming needs cannot be met by the usual processes of schooling and include extreme
instances such as abuse, neglect and illness. As well, a student's socioeconomic status (SES) or
dysfunctional family environment can cause them to come to school with needs that cannot be
expressed nor met by educators.
• To help meet those overwhelming needs of students, particularly those in poor neighbourhood,
the ethic of care philosophy dictates that schools should be full-service institutions.
• Medical and dental care, social services, childcare and parenting advice should be available on
campus.
• In turn, students in these situations are often forced into academic courses and fight an uphill battle,
where they have to engage in activities that are difficult to focus on, based on their circumstances

20. Implications for education
• People who are poor, perhaps homeless, without dependable transportation
cannot afford to run all over town seeking such services, and often they don't
know where to begin.
• Despite being aware of the overwhelming needs many students face, we force all
children—regardless of interest or aptitude—into academic courses and then
fight an uphill battle to motivate them to do things they do not want to do

21. Emotion and professionalism in teacher education
• Noddings states that in the teaching profession, the concern takes several forms:
 Fear that professional judgment will be impaired by emotions
 Professionals must learn to protect themselves against the burnout that may result
from feeling too much for one's students
 It has become a mark of professionalism to be detached, cool and dispassionate

22. Educating the whole child
• In the ethic of care model, the aim of education is centered
around happiness. Incorporating this component
into education involves not only helping our students
understand the components of happiness by allowing
teachers and students to interact as a whole community

23. Criticisms of the ethic of Care in education
• One criticism of Noddings' ethic of care, in regards to education, is
that it advocates little importance to caring for oneself, except as a
means to provide further care for others.
• Hoaglard (1991, p. 255) states that the caregiver would be defined as a
"martyr, servant or slave" by the philosophy in the ethic of care.

24. Mary Wollstonecraft
• Mary Wollstonecraft (27 April 1759 – 10 September 1797) was an English
writer, philosopher, and advocate of women's rights.
• Until the late 20th century, Wollstonecraft's life, which encompassed several
unconventional personal relationships at the time, received more attention than her
writing.
• Today Wollstonecraft is regarded as one of the founding feminist philosophers,
and feminists often cite both her life and her works as important influences.

25. • The majority of Wollstonecraft's early productions are about education; she assembled
an anthology of literary extracts "for the improvement of young women" entitled The
Female Reader and she translated two children's works, Maria Geertruida van de Werken
de Cambon's Young Grandison and Christian Gotthilf Salzmann's Elements of Morality.
• Her own writings also addressed the topic. In both her conduct book Thoughts on the
Education of Daughters (1787) and her children's book Original Stories from Real
Life (1788), Wollstonecraft advocates educating children into the emerging middle-class
ethos: self-discipline, honesty, frugality, and social contentment.
• Both books also emphasise the importance of teaching children to reason, revealing
Wollstonecraft's intellectual debt to the educational views of seventeenth-century
philosopher John Locke.

26. • Both texts also advocate the education of women, a controversial topic at the time
and one which she would return to throughout her career, most notably in A
Vindication of the Rights of Woman. Wollstonecraft argues that well-educated
women will be good wives and mothers and ultimately contribute positively to the
nation.

27. Vindication of the Rights of Men
• Published in response to Edmund Burke's Reflections on the Revolution in
France (1790), which was a defence of constitutional monarchy, aristocracy, and
the Church of England, and an attack on Wollstonecraft's friend, the Rev. Richard
Price at the Newington Green Unitarian Church, Wollstonecraft's A Vindication of
the Rights of Men (1790) attacks aristocracy and advocates republicanism.
• Hers was the first response in a pamphlet war that subsequently became known as
the Revolution Controversy, in which Thomas Paine's Rights of Man (1792)
became the rallying cry for reformers and radicals.

28. Vindication of the Rights of Woman
• A Vindication of the Rights of Woman is one of the earliest works of feminist philosophy.
• In it, Wollstonecraft argues that women ought to have an education commensurate with their position in society
and then proceeds to redefine that position, claiming that women are essential to the nation because they
educate its children and because they could be "companions" to their husbands rather than mere wives.
• Instead of viewing women as ornaments to society or property to be traded in marriage, Wollstonecraft maintains
that they are human beings deserving of the same fundamental rights as men.
• Taught from Infancy period
• Equality between sexes
• Co-education
• Sensibility

29. • Some Thoughts Concerning Education (1693) are echoed in Wollstonecraft’s conception
of morality and the best manner to inculcate it in individuals at the earliest possible age.
• Other continuities between her Thoughts on the Education of Daughters and
the Vindication include her insistence that girls and young women be made to acquire
‘inner resources’ so as to make them as psychologically independent as possible.
• Ultimately, she wanted children and young people to educated in such a way as to have
well balanced minds in strong and healthy bodies. That mind and body needed to be
exercised and prepared to face the inevitable hardships of life is the fundamental point of
her of her pedagogical works (Tomaselli 2020).

30. Savitribai Phule
• Savitribai Phule (3 January 1831 – 10 March 1897) was an Indian social
reformer, educationalist, and poet from Maharashtra.
• She is regarded as the first female teacher of India.
• Along with her husband, Jyotirao Phule, she played an important and vital
role in improving women's rights in India.
• She is regarded as the mother of Indian feminism.
• Phule and her husband founded one of the first Indian girls' school in Pune, at
Bhide wada in 1848.

31. • She worked to abolish the discrimination and unfair treatment of people
based on caste and gender. She is regarded as an important figure of the
social reform movement in Maharashtra.
• A philanthropist and an educationist, Phule was also a
prolific Marathi writer.
• Savitribai Phule who was a staunch feminist started Mahila Seva
Mandal in 1852 to educate women about their rights, dignity and social
issues.

32. Educational Efforts
• She started teaching girls in Maharwada in Pune with Sagunabai, a
revolutionary feminist and Jyotirao’s mentor.
• Soon, Savitribai, Jyotirao and Sagunabai started their school at
Bhide Wada.
• The curriculum of the school was based on western education and
included mathematics, science and social studies.

33. Social Work
• A staunch feminist, Savitribai, in 1852, started Mahila Seva Mandal to educate women about their rights,
dignity and social issues.
• She had even organised a barbers’ strike in Mumbai and Pune to protest the custom of shaving
heads of widows.
• In 1873, Jyotirao founded a social reform society called Satyashodhak Samaj and Savitribai was its active
member. The community included Muslims, non-Brahmins, Brahmins and government officials.
• It aimed to free women and other less privileged people from caste and gender oppressions.
• Along with Jyotirao, she worked tirelessly during the 1876 famines and launched 52 free food hostels in
Maharashtra.

34. Personal Life
• The couple was childless.
• In 1874, they adopted a boy from a Brahmin widow, Kashibai.
• Through this the couple wanted to send a strong message to the regressive
society.
• Their adopted son, Yashawantrao, grew up to become a doctor.

35. Interesting Facts
1. In 1863, Jyotirao and Savitribai started the first-ever infanticide prohibition home in India called Balhatya
Pratibandhak Griha. It helped pregnant Brahmin widows and rape victims deliver children.
2. Savitribai was very vocal against caste and gender discriminations. She wrote two books Kavya Phule in 1854 and
Bavan Kashi Subodh Ratnakar in 1892 which are compilation of her poems.
3. Savitribai and her husband established two educational trusts — the Native Female School, Pune, and the Society for
Promoting the Education of Mahars, Mangs and others.
4. The educationist and social activist was an inspirational figure to young girls. She also encouraged them to write and
paint. Her student Mukta Salve became an icon of Dalit feminism and literature.
5. To increase attendance in her schools, Savitribai would give stipend to children. She held parent-teacher meetings to
create awareness among parents on the importance of education.

36. • Savitribai Phule opened ‘Infanticide prohibition house’ care centre for pregnant
rape victims and helped them to deliver their babies.
• She put up boards on streets about the “Delivery Home” for women, who were
forced for their pregnancy.
• The delivery home was called “Balhatya Pratibandhak Griha”.

37. • Savitribai Phule worked towards abolishing the caste-based and gender-based
discrimination in the Indian society.
• In 1852, Jyotirao Phule and Savitribai Phule were felicitated by the government for
their commendable efforts in the field of education and other social causes.
• In 1897, Savitribai Phule with the full support of her son, Yashwantrao Gupta,
opened a clinic to treat those affected by the pandemic of the bubonic plague when it
appeared in the area around Nallasopara. As per records, she used to feed two
thousand children every day during the time of the epidemic.

38. • Two books of her poems were published posthumously, Kavya Phule
(1934) and Bavan Kashi Subodh Ratnakar (1982). Savitribai Phule
wrote many poems against discrimination and advised to get educated.
Being a poet and a philosopher and wrote on the importance of
education and knowledge and removal of caste discrimination.
• In 2015, the University of Pune was renamed as Savitribai Phule Pune
University to her honour deeds.

39. • Savitribai Phule fought against all forms of social inequalities for any
section of the society.
• They even moved by the plight of untouchables in the society. As
untouchables were not allowed to take out water from the wells, meant
for the upper caste.
• So, Savitribai Phule and Jyotiba Phule started their own reservoir of
water for the untouchables in the vicinity of their house.