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Jigsaw #5: 4 Philosophies ((Pedagogy of the Oppressed (Banking Approach,…

- - - - “Education as the practice of freedom—as opposed to education as the practice of domination—denies that man is abstract, isolated, independent, and unattached to the world; it also denies that the world exists as a reality apart from people.” (Freire, 2004, p. 81)
        
        Education should give people a basis of knowledge so that they can then think freely.
      - “Problem-posing education does not and cannot serve the interests of the oppressor." (Freire, 2005, 86)
        
        Humanity can not move onto the future as oppressors, or the oppressed.
        
        I think that it is on the oppressors shoulders to make people not feel oppressed.
    - - “The "humanism" of the banking approach masks the effort to turn women and men into automatons—the very negation of their ontological vocation to be more fully human.” (Freire, 2005, 74)
        
        This makes the approach sound like it turns people into robots of society that all act the same and think the same.
      - “ The banking approach to adult education, for example, will never propose to students that they critically consider reality. It will deal instead with such vital questions as whether Rogergave green grass to the goat, and insist upon the importance of learning that, on the contrary, Roger gave green grass to the rabbit. The "humanism" of the banking approach masks the effort to turn women and men into automatons—the very negation of their ontological vocation to be more fully human.” (Freire, P. 2005 .74)
      - “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, 2005, p. 72)
        
        Rather than calling it "banking" they should call it "regurgitation"
        
        Views students as objects to be "filled" with information. The better they are at receiving information, the better students they are.
        
        This philosophy seems a lot like the regurgitation of information that everyone talks about.
        
        “Projecting an absolute ignorance onto others, a characteristic of the ideology of oppression, negates education and knowledge as processes of inquiry. The teacher presents himself to his students as their necessary opposite; by considering their ignorance absolute, he justifies his own existence." (Freire, 2005, 72)
        
        I do not think teachers should present themselves as an "opposite," but rather try to make connections with the students to create effective teaching.
      - “Banking education resists dialogue; problem-posing education regards dialogue as in-dispensable to the act of cognition which unveils reality. Banking education makes them critical thinkers. Banking education inhibits creativity and domesticates the world, thereby denying people their ontological and historical vocation of becoming more fully human.” (Freire, P, 2005, P 83-84)
      - “Because banking education begins with a false understanding of men and women as objects, it cannot promote the development of what Fromm calls "biophily," but instead produces its opposite: 'necrophily. " (Freire, P. 2005. 77)
        
        I still do not understand where the necrophilia metaphor comes from. A couple people have tried to explain it, but I still do not get it.
      - “The teacher cannot think for her students, nor can she impose her thought on them. Authentic thinking, thinking that is concerned about reality, does not take place in ivory tower isolation, but only in communication. If it is true that thought has meaning only when generated by action upon the world, the subordination of students to teachers becomes impossible.” (Freire, 2004, p. 77)
- - - - Invitation of the pain of learning Adler
        
        Says embrace challenges instead of stray away from them
        
        I think this is a good way of learning. You have to accept new things that come to the plate and learn to work them out.
        
        Style of writing was hard to understand
        
        The trouble is not simply that this large public has been spoiled by whatever schooling it has had—spoiled in the double sense that it is unprepared to carry on its own self-education in adult life and that it is disinclined to suffer pains for the sake of learning.
        
        “One of the reasons why the education given by our schools is so frothy and vapid is that the American people generally—the parent even more than the teacher—wish childhood to be unspoiled by pain.” (Adler, 1989, p. 34)
        
        Called out people and education for being too soft
        
        Talked about how technology helped to soften and distract us from the education system. “It may be that the radio and television cannot be expected to take a sounder view of education and to undertake more substantial programs than now prevail among the country's official leaders in education—the heads of our school system, of our colleges, of our adult education associations"
        
        also talked about how technology could be used to help the education system by using as a tool to learn
        
        In todays classrooms, technology is so common. This was written 30 years ago so he basically saw into the future.
      - Docility and History
        
        talked about learning the information and then being accepting or not accepting the information. "I try never to forget that the only ultimate factor which can decide my judgment— whether I shall agree or disagree with the author who is my teacher—is the natural light of my own reason"
        
        I appreciate that he believes students are able to not accept certain things in their minds if they don't want it.
        
        Teachers were not only living, but also dead in the form of books
        
        Books were the "Great Teachers"
        
        • “The living teachers—the local embodiments of learning—are seldom the great teachers. The great teachers are usually dead, though, in another sense, they are eminently alive for us as teachers through their books. Books are instruments of instruction, and obviously call for docility in those who would learn from them, as much as living teachers do” (Adler, 1941, p.25).
      - Docility and Authority
        
        Curiosity was the "devil" to the "angel" of studiousness
        
        In the field of natural knowledge, the student must ultimately make up his own mind in the light of natural reason, but until he is able to do that finally he should try to get all the help he can from those who offer to teach him.
        
        I think this is smart. You do not want to give someone who is not educated the power to make decisions regarding things that they aren't educated on.
        
        Talked about being Docile
        
        “Docility is the virtue which regulates a man's will with respect to learning from a teacher.” (Adler, 1989, p. 24)
        
        I personally feel like docility is important in the early stages of education, but not later whens students are mature and educated enough to make up their own minds.
- - - - ARTICLE ONE. WHAT EDUCATION IS
        
        I believe that knowledge of social conditions, of the present state of civilization, is necessary in order properly to interpret the child's powers.”
        
        Dewey believes that true education comes from the child learning from social interactions
      - John Dewey: Learning by Doing
        
        I have heard this saying in my other classes when discussing democratic and Montessori schools
      - ARTICLE FIVE. THE SCHOOL AND SOCIAL PROGRESS
        
        He believed that teachers were prophets sent from God to teach individuals to be social and to grow
        
        When I first read this, I was shocked because the mentioning of religion. But then I remembered that this was written in the 1800s when religion backed up almost everything
      - ARTICLE TWO. WHAT THE SCHOOL IS
        
        “I believe that education, therefore, is a process of living and not a preparation for future living.” (Dewey, 1897)
        
        The focus should be on the here and now. The current reality of the students is the most important.
      - ARTICLE FOUR. THE NATURE OF METHOD
        
        Dewey believed that learning should be interactive and should ask tough questions to help students develop their own ideas
        
        Dewey talks about image as a method for education. He tells us that if we as teachers can get a student to explain how they see a subject then you know they understand it.
        
        Dewey believed that the most effective methods are the ones that relate to the lives of students.
      - ARTICLE THREE. THE SUBJECT-MATTER OF EDUCATION
        
        Dewey explains that he believes social interaction to be more important than classroom content.
        
        I do think that social interaction is important, but not as important as learning a basis of content.
        
        Students should not be abruptly introduced to academic subjects, they should be introduced to things that connect to the lives of students.
        
        Real world connections should be able to be made to every concept. Dewey says that concepts are not valuable if they can't be connected to the lives of students.
        
        Students should be learning based on things they are familiar with, but I also feel like they should branch out and learn new things that they may not be comfortable with.