Freire (Divvy)

“Those who use the banking approach, knowingly or unknowingly (for there are innumerable well-intentioned bank-clerk teachers who do not realize that they are serving only to dehumanize), fail to perceive that the deposits themselves contain contradictions about reality. But, sooner or later, these contradictions may lead formerly passive students to turn against their domestication and the attempt to domesticate reality.” (Freire 75).

Banking system

“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).

“These pages, which introduce Pedagogy of the Oppressed, result from my observations during six years of political exile, observations which have enriched those previously afforded by my educational activities in Brazil.” (Freire,1970,p. 35)

“A careful analysis of the teacher-student relationship at any level, inside or outside the school, reveals its fundamentally narrative character. “(Freire, 2005, P.71)

“It is not surprising that the banking concept of education regards men as adaptable, manageable beings. The more students work at storing the deposits entrusted to them, the less they develop the critical consciousness which would result from their intervention in the world as transformers of that world. The more completely they accept the passive role imposed on them, the more they tend simply to adapt to the world as it is and to the fragmented view of reality deposited in them.” (Freire 73).

“This relationship involves a narrating Subject (the teacher) and patient, listening objects (the students).” (Freire, 2005, P.71)

Dehumanizing

“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.” (Freire, 2005, P.71)

“Dehumanization, which marks not only those whose humanity has been stolen, but also (though in a different way) those who have stolen it, is a distortion of the vocation of becoming more fully human.”(Freire,1970,p. 44)

“The teacher talks about reality as if it were motionless, static, compartmentalized, and predictable.” (Freire, 2005, P.71)

“The banking concept does not admit to such partnership—and necessarily so. To resolve the teacher-student contradiction, to ex change the role of depositor, prescriber, domesticator, for the role of student among students would be to undermine the power of oppression and serve the cause of liberation.”(Freire 75).

“The pedagogy of the oppressed, as a humanist and libertarian pedagogy, has two distinct stages."(Freire,1970,p. 54)

In the first, the oppressed unveil the world of oppression and through the praxis commit themselves to its transformation."(Freire,1970,p. 54)

In the second stage, in which the reality of oppression has already been transformed, this pedagogy ceases to belong to the oppressed and becomes a pedagogy of all people in the process of permanent liberation. "(Freire,1970,p. 54)

“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.” (Freire, 2005, P.71)

More Map

That those who obtain the fundamental knowledge of a particular type of curriculum as say math should be teaching this to children.

Specifically showing them the basis and fundamental resources the given curriculum has to offer. Why it is the way it is, furthermore expanding their intelligence over the criteria. Therefore they're given a complete understanding as well a essential type of teaching and learning.

Those who are masters and appreciate the true value for a given subject are those who best demonstrate the specifics as well teachings to others rather than in a sloppy unmotorable manner

With the teachers being the ones who give the deposits in a rather unproductive manner this relieves the children to take the information for what it's truly worth. They remember the information for a given period of time. They deposit this information into their conceptual ecology and then instantly banish it after the necessary means of needing it vanishes. The way this system works is stupid as hell. Teachers demonstrating and 'Teaching' in this manner should be stripped from their position in this vocation. Polluting the society with nothing but uncritical thinking, undriven, irrational, uncreative humans.

Intelligent

Not that it makes sense or not but rather that it completely derives my mind from constructive education to some silly sense of teaching. The concept is shattered and flawed in many aspects. It extends for the students as receiving filing and storing. Nothing in that correlates to them being capable of analyzing the information given to them. Rather they're depending their intelligence or 'learning' on this pitiful teacher giving them whatever forsaken 'teachings' it is.

Plausible

I do believe this to be rational. I can reason that some teachings from your own narration completely disconnected from this so called reality can be very valid, encouraging and eccentric. I AM in complete disbelief with the statement that this type of teaching can cause harm, let alone endanger others.

Fruitful

This has led to me think in many drastic ways, I agree with the teacher that reality is predictable, static, as well as motionless. This isn't something new to me, I've always had this certain consolation towards reality & this really connects with that.

Fruitful

I wouldn't go as far to say that they'll have an attempt to domesticate reality, rather cultivate it, removing things from their conception that don't make them happy, being very rigid towards those things removing them from their lives or their own sense of 'reality'.

Satisfaction

This context towards the teacher giving his thoughts which are disconnected from reality has created various amounts of satisfaction for me. Knowing there are people like that still in the vocation.

Dissatisfaction

This nonsense in becoming "more fully human" gives me a great deal of agitation. This whole idea of becoming a more fully human isn't exactly clicking with me. Becoming more fully human is quite the paradox. I find that statement humorous.