discussion Sharing Passages from Freire&Working with Thesis Statements with hooks
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assignment1choose2classmatetoreply.pdf
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After reading Paulo Freire's chapter on education, please select one passage from the text that you found particularly significant, interesting, difficult, or confusing. A "passage" may be only one sentence, and it may be up to about one paragraph, but make sure you select a passage that is "juicy" enough that you'll have plenty to say about it.
After typing your passage, write a paragraph where you comment on at least two of the following things:
What did you find particularly interesting in this passage? Why does this passage seem significant in the context of the larger chapter? What questions do you have about the passage? Was there anything in the passage that was confusing to you? Why? What have you discovered about it now that you've thought about it more?
After posting, please read your classmates' posts and comment on at least two of them to respond to either their questions or their ideas.
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(https:// Brian Mo (https://canvas.pasadena.edu/courses/1110549/users/3787948) 星期五
8/31/2020 主题: Sharing Passages from Freire
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"Oppression—overwhelming control—is necrophilic; it is nour ished by love of death, not life. The banking concept of education, which serves the interests of oppression, is also necrophilic. Based on a mechanistic, static, naturalistic, spatialized view of conscious ness, it transforms students into receiving objects. It attempts to control thinking and action, leads women and men to adjust to the world, and inhibits their creative power."(Freire , 77)
In this passage, Freire discusses his previously defined "banking concept", in which students are not allowed to think for themselves and are basically forced to accept information. He describes this as being necrophilic, and I found this to be very interesting word choice on his part. When he used this word, at first I was confused, as I have never seen the word used in that way before. However, upon further analysis, I understood that the word actually fit the scenario. He refers to the death of the the student's creativity. The teachers "narrative methods" are inherently necrophilic because of the resulting effect on the students. If life was represented by freedom of creative thinking, then death is the opposite, oppression of the mind. A similar example I thought about are government types, i.e a dictatorship versus a democracy. In a dictatorship there is oppression of the mind, whereas in the latter of the two there is more freedom. Furthermore, a dictator sees their people as mere objects because there opinions do not matter, but in a democracy the people's opinion is relatively more important. There was a question I had on the third sentence of the paragraph I quoted above. What does a "mechanistic, static, naturalistic, spatialized view of consciousness" mean? Do we still have a good example of this in modern day education?
(https:// Maranda Stelly (https://canvas.pasadena.edu/courses/1110549/users/3741431) 星期五
"The rebellion they [populist manifestations] express as they emerge in the historical process is motivated by that desire to act differently. The dominant elites consider the remedy to be more domination and repression, carried out in the name of freedom, order, and social peace (that is, the peace of the elites). Thus they can condemn-logically, from their point of view-"the violence of a strike by workers and [can] call upon the state in the same breath to use violence in putting down the strike."'
This passage by Freire was intended to describe the techniques and attitudes the oppressors expressed against the oppressed. It was interesting to me because it feels especially relevant today. My mind immediately went to the police condemning the looting surrounding this summer's protests, while in the same breath using rubber bullets and tear gas to provoke and attack
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由 Maranda Stelly (https://canvas.pasadena.edu/courses/1110549/users/3741431) 于 8月31日 10:03 编辑
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unarmed protesters. Therein lies the hypocrisy that persists. It relates to the larger chapter in the sense of understanding the "elites'" strategies to keep in power. Using oppression from the moment we start school and continued in college, among other things, they indoctrinate the oppressed to the point they don't realize they're oppressed. The thought that "students are empty vessels to be filled" is ingrained. The tradition that police officers visit elementary schools and are presented as the people you call in any type of emergency, is just as ingrained. Through enlightenment and liberation, one comes to realize the techniques of the oppressors in the form of dominance, violence, and the banking system of education to keep the status quo.
(https:// Adrianna Hartounian (https://canvas.pasadena.edu/courses/1110549/users/3793425) 星期六
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"It follows logically from the banking notion of consciousness that the educator's role is to regulate the way the world "enters into" the students. The teacher's task is to organize a process that already occurs spontaneously, to "fill" the students by making deposits of information which he or she considers to constitute true knowledge." (Freire, 76)
Particularly, this passage stuck out to me because Freire begins to go in-depth with the understanding of the banking method in our education system. It first was unclear to me as to what Freire defines to be the banking concept with the teachers being "oppressors" and students, the "oppressed". But after reading again and understanding his point of view, I began to see how true this can be. Many teachers and students who are aware or not, don't question the way the system works. As a student, we simply take in information like a sponge and listen carefully to the depositor, soaking up all the knowledge they have for us to hear and we can not produce our own thoughts and knowledge into it. Freire has shown me an interesting new perspective on the education system because I have not thought about it before in my education and career.
(http Jennifer Jerebicz (https://canvas.pasadena.edu/courses/1110549/users/3793597) 昨天
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Hey Adrianna. I agree with you that us students take information in and soak up a bunch of knowledge given from educators that sometimes, we aren't able to put in our own thoughts. I was also unsure about the "banking method" until further reading and thinking and I now have a better understanding of what that all meant.
(https:// Kevin Villalvazo (https://canvas.pasadena.edu/courses/1110549/users/3794257) 昨天
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"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 communiqués and makes deposits which the students patiently receive, memorize, and repeat" (Paulo Freire, 1968).
The passage seems significant in the context of the larger chapter, as it goes in-depth of the education systems' lack of individuality and lack of explanations. It Is stating all that pupils do is receive information from teachers, memorize, and repeat without giving any thought to the information they are receiving. It is pointless for pupils to memorize information only to pass tests, without understanding the meaning of the information. What I found particularly interesting was, the way he describes the teachers and students. He is making the way the teachers and students sound nothing more than robots at an assembly line, just passing and giving information one to another.
(http Maranda Stelly (https://canvas.pasadena.edu/courses/1110549/users/3741431) 10:07
Hi Kevin,
I like the way you interpreted Freire's idea, that students and teachers are "nothing more than robots at an assembly line." I think the oppressors would say the same thing. I like to think at the end of the assembly line pops out perfect little members of society, keeping the wheels turning.
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(https:// Claudia Alejandra Rico (她) (https://canvas.pasadena.edu/courses/1110549/users/3792512) 昨天
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"Problem-posing education affirms men and women as beings in the process of becoming—as unfinished, uncompleted beings in and with a likewise unfinished reality. Indeed, in contrast to other animals who are unfinished, but not historical, people know themselves to be unfinished; they are aware of their incompletion. In this incompletion and this awareness lie the very roots of education as an exclusively human manifestation. The unfinished character of human beings and the transformational character of reality necessitate that education be an ongoing activity."
I personally found this passage most interesting, as it's something I believe have wondered about before. Often times we think of important figures as part of our textbook and nothing more. We forget that they were actual people like us who had an indefinite future, and focus on their biggest achievements rather than what it took to reach them. This passage also contributes to Freire's idea that banking education is highly one-dimensional and doesn't promote critical thinking, accepting what has already happened as final. One thing that I couldn't quite wrap my head around was understanding that knowledge as we know it is ever changing and so are ourselves as people, not necessarily provoking a question simply much to process. I do wish though more teachers can look through this and fight to make this type of education more common.
(http Adrianna Hartounian (https://canvas.pasadena.edu/courses/1110549/users/3793425) 昨天
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Hey Claudia! I like the passage you have chosen about problem-posing. I agree that as students, we don't necessarily think about the emotional aspect of the stories and people we are taught about.
(http Maranda Stelly (https://canvas.pasadena.edu/courses/1110549/users/3741431) 10:11
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Hi Claudia,
I think what Freire is stating is that our perception of the knowledge is ever changing, since we as individuals are always changing. At least that's what I got from it haha.
(https:// Samantha Cuba (她) (https://canvas.pasadena.edu/courses/1110549/users/3793423) 昨天
"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." (Freire pg.72)
Throughout the chapter Freire talks about education but what stood out to me in the beginning of the chapter is when he relates education with an act of depositing. I found this part particularly interesting in this passage because in the paragraph he goes on to explain the "banking" concept of education. With that concept it is expected for the students to listen and have the teacher give them information then the student will repeat it back to them. This was interesting because nowadays the education system wants you to think and not just copy what your teachers have written down. The way Freire compares student as the depositories and gives how the students are suppose to do with the information they are given. The whole "banking" concept of education is different from how education is now and interesting to see how they wanted their students to learn. A couple of
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questions I have towards this part of the passage is, how did Freire come up with this concept? Is it possible that this idea of learning is helpful to some students without being able to be creative?
(http Jennifer Jerebicz (https://canvas.pasadena.edu/courses/1110549/users/3793597) 昨天
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Hi Samantha! I as well thought that passage was a very interesting one to come across. I feel like to some students, this way of learning might be helpful since there shouldn't be just one style of learning.
(https:// Jennifer Jerebicz (https://canvas.pasadena.edu/courses/1110549/users/3793597) 昨天
After reading Paulo Freire’s chapter on education, a passage I’ve found to be both significant and interesting was this:
“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.” (Freire, 72)
Paulo Freire uses the banking concept of education to uncover the flaws and insufficiency within the education system. I found this to be very thought-provoking and interesting because he metaphorically discusses how teachers during instruction make “deposits” of knowledge into students (such as how a bank makes deposits), to which later on that information stored by the student is withdrawn (during tests, finals, e.t.c). From my understanding in correlation to the passage, the “knowledge” given from educators can oftentimes be deplorable and serve almost no purpose for the student in the long-run.
At first, I was confused on what the banking concept of education meant and why he was using the idea of “banking” and “depositing” in comparison to student education. With further reading and heavy thinking, I’ve discovered that because some
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educators can use instruction like a bank by having students receive, memorize and repeat information, that information fed and deposited into students is more about acquiring a satisfactory test grade, rather than skills for personal development. This was very compelling for me to read and think about because I can now see the different perspectives on how education is morally taught in society.
(http Adrianna Hartounian (https://canvas.pasadena.edu/courses/1110549/users/3793425) 昨天
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Hey Jennifer! I also was uncertain about the banking concept at first but I think you described it quite clearly. It also gave me a new perspective which changed how I view the education system.
(https:// Dave Morrison (他) (https://canvas.pasadena.edu/courses/1110549/users/3793813) 9:05
“If men and women are searchers and their ontological vocation is humanization, sooner or later they may perceive the contradiction in which banking education seeks to maintain them, and then engage themselves in the struggle for their liberation. But the humanist, revolutionary educator cannot wait for this possibility to materialize. From the outset, her efforts must coincide with those of the students to engage in critical thinking and the quest for mutual humanization. His efforts must be imbued with a profound trust in people and their creative power. To achieve this, they must be partners of the students in their relations with them.”
Throughout the chapter, Paulo Freire warns about the problems and limitations of an educational system in which teachers are authoritative dispensers of information while students are passive receivers of information. He believes this “banking education” inhibits freedom of thought and the expansion of knowledge. In the above passage Freire suggests that if people become more aware of the realities of our human histories and if they see their current realities as being in a shared, evolving world, these
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people may become “critical thinkers.” This is significant since critical thinkers may strive to change an education system that hampers truth and limits knowledge.
Freire calls on educators to not delay, but rather partner immediately with students as a “student among students” in a mutual exchange of knowledge, personal growth, and expanded awareness. This seems fitting for our current times as well. An educational system that is more inclusive of a diversity of experiences would be ideal. Critical thinking is expected in college level education where freedom of thought is encouraged. But, I wonder how these changes would come about on the high school level and below. I wonder what barriers teachers and students and also parents would have to overcome to help create beneficial change.
(https:// Yingxin Xu (https://canvas.pasadena.edu/courses/1110549/users/3793249) 10:20
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Sharing Passages from Freire “Education thus becomes an act of depositing, in which the students are the depositories and the teacher is the depositor” (Freire, 72). Following the passage, what interested me was the fact that the education system is designed only to equip students with the vast volume of knowledge from diverse subjects that they memories only to pass examinations or tests but cannot generally aid them in reality or assist them to figure out or innovate any new idea in their day- to-day lives. Furthermore, this passage appears significant in the context of the larger chapter because it shows the missing gap or poor system used for teaching hence the difference in the teacher-student relationship as this “banking model”, a teacher impact facts into a student’s mind, so as he/she memorize as well as remember them. Moreover, why do teachers not teach problem-posing model instead of the & quote; banking model & quote; And also, is this kind of model better or efficient for empowering students? I do consider it confusing and not an appropriate way for teaching as it cannot foster good teacher- student relationship as there is no permission of dialogue and the students are completely looked upon as depositories who are there to memories but cannot think on their own to tackle or figure out any idea. Lastly, I have found out it is not a worthy system or model for teaching as it cannot help one in inevitability.
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