Name______________________________ Dr. Dalessio English 1010—Section________ January 24, 2021 Short Answers: “The ‘Banking’ Concept of Education” (10 questions) After reading Paolo Freire’s essay,...

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Name______________________________ Dr. Dalessio English 1010—Section________ January 24, 2021 Short Answers: “The ‘Banking’ Concept of Education” (10 questions) After reading Paolo Freire’s essay, answer each of the following questions with a quote, citation, and explanation of two or three sentences each. For this assignment, you don’t need to incorporate the quotes in your own writing; you can follow the format below and use bullets: 1. · “quote that answers the question” (citation in MLA format—See Course Resources). · Explanation of two or three sentences. Double-space everything. 1. In a Banking classroom, how do teachers (the narrators) “talk about reality” to their students (the objects of their narration) (page 1)? · “The teacher talks about reality as if it were motionless, static, compartmentalized, and predictable.” (1) · What this paragraph is trying to say is that, a lot of teacher spoke to their student on a way to fill them with information, without realizing every student experience or knowledge. 2. According to Freire, in the second paragraph, the “sonority of words” is an important characteristic of Banking education. Explain what he means by this. · 3. In paragraph three, what does Banking education’s narrative quality “lead students to do”? · 4. According to Freire, how and why does the teacher “present[s] himself to his students as their necessary opposite” (page 2)? · 5. In the second full paragraph on page two, what “contradiction” must “liberation education” work to reconcile? Explain. · 6. After his list on page two, Freire explains that the more students store the information deposited by their Banker teachers, the less they develop a critical consciousness. Explain what Freire means by this and how this lack of a critical consciousness will affect students. (Freire then connects what happens in the classroom to society at large, suggesting that the educational system, like the government, upper-class, and media, works to oppress the majority of a country’s citizens by making them accept the socio-economic and political system as it is to preserve the positions of the powerful and ruling class. He says, “The more completely the majority adapt to the purposes which the dominant minority prescribe for them (thereby depriving them of the right to their own purposes), the more easily the minority can continue to prescribe” (3-4). After this, he returns to Banking education, specifically. 7. On page four, Freire says that Banking education produces “necrophily.” What does he mean by this? 8. On page five, Freire specifically discusses the opposite of Banking education—Problem-posing education. On the right side of page five, Freire discusses how the teacher-student dichotomy is undermined through this type of education. Explain how this dichotomy is broken. 9. On the left hand side of page seven, Freire distinguishes Banking and Problem-posing education again. What is one distinction that he makes in this section? 10. On page eight, Freire states that Problem-posing education is “a humanist and liberating praxis.” How does he explain this in that paragraph? PAULO FREIRE: CHAPTER 2 OF PEDAGOGY OF THE OPPRESSED Freire 1 PAULO FREIRE (pronounce it "Fr-air-ah" unless you can make a Portuguese "r") is one of the most influential radical educators of our world. A native of Recife, Brazil, he spent most of his early career working in poverty-stricken areas of his homeland, developing methods for teaching illiterate adults to read and write and (as he would say) to think critically and, thereby, to take power over their own lives. Because he has created a classroom where teachers and students have equal power and equal dignity, his work has stood as a model for educators around the world. It led also to sixteen years of exile after the military coup in Brazil in 1964. During that time he taught in Europe and in the United States and worked for the Allende government in Chile, training the teachers whose job it would be to bring modern agricultural methods to the peasants. Freire (1921-1997) worked with the adult education programs of UNESCO, the Chilean Institute of Agrarian Reform, and the World Council of Churches. He was professor of educational philosophy at the Catholic University of Sao Paulo. He is the author of Education for Critical Consciousness, The Politics of Education, The Pedagogy of the Oppressed, Revised Edition (from which the following essay is drawn), and Learning to Question: A Pedagogy of Liberation (with Antonio Faundez). For Freire, education is not an objective process, if by objective we mean "neutral" or "without bias or prejudice." Because teachers could be said to have something that their students lack, it is impossible to have a "neutral" classroom; and when teachers present a subject to their students they also present a point of view on that subject. The choice, according to Freire, is fairly simple: teachers either work “for the liberation of the people-their humanization-or for their domestication, their domination." The practice of teaching, however, is anything but simple. According to Freire, a teacher's most crucial skill is his or her ability to assist students' struggle to gain control over the conditions of their lives, and this means helping them not only to know but "to know that they know." Freire edited, along with Henry A. Giroux of Miami University in Ohio, a series of books on education and teaching. In Literacy: Reading the Word and the World, a book for the series, Freire describes the interrelationship between reading the written word and understanding the world that surrounds us. My parents introduced me to reading the word at a certain moment in this rich experience of understanding my immediate world. Deciphering the word flowed naturally from reading my particular world; it was not something superimposed on it. I learned to read and write on the grounds of the backyard of my house, in the shade of the mango trees, with words from my world rather than from the wider world of my parents. The earth was my blackboard, the sticks my chalk. For Freire, reading the written word involves understanding a text in its very particular social and historical context. Thus reading always involves "critical perception, interpretation, and rewriting of what is read." The “Banking” Concept of Education PAULO FREIRE A careful analysis of the teacher-student relationship at any level, inside or outside the school, reveals its fundamentally narrative character. This relationship involves a narrating Subject (the teacher) and patient listening Objects (the students). 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. The teacher talks about reality as if it were motionless, static, compartmentalized, and predictable. Or else he expounds on a topic completely alien to the existential experience of the students. 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. Words are emptied of their concreteness and become a hollow, alienated, and alienating verbosity. The outstanding characteristic of this narrative education, then, is the sonority of words, not their transforming power. "Four times four is sixteen; the capital of Para is Belem." The student records, memorizes, and repeats these phrases without perceiving what four times four really means, or realizing the true significance of "capital" in the affirmation "the capital of Para is Belem," that is, what Belem means for Para and what Para means for Brazil. Narration (with the teacher as narrator) leads the students to memorize mechanically the narrated account. Worse yet, it turns them into "containers," into "receptacles" to be "filled" by the teachers. The more completely she fills the receptacles, the better a teachers she is. The more meekly the receptacles permit themselves to be filled, the better students they are. 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. Freire 2 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. They do, it is true, have the opportunity to become collectors or cataloguers of the things they store. But in the last analysis, it is the people themselves who are filed away through the lack of creativity, transformation, and knowledge in this (at best) misguided system. For apart from inquiry, apart from the praxis, individuals cannot be truly human. 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. In the banking concept of education, knowledge is a gift bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing. 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. The students, alienated like the slave in the Hegelian dialectic, accept their ignorance as justifying the teacher’s existence—but unlike the slave, they never discover that they educate the teacher. The raison d'etre of libertarian education, on the other hand, lies in its drive towards reconciliation. Education must begin with the solution of the teacher-student contradiction, by reconciling the poles of the contradiction so that both are simultaneously teachers and students. This solution is not (nor can it be) found in the banking concept. On the contrary, banking education maintains and even stimulates the contradiction through the following attitudes and practices, which mirror oppressive society as a whole: a. the teacher teaches and the students are taught; b. the teacher knows everything and the students know nothing; c. the teacher thinks and the
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Answer To: Name______________________________ Dr. Dalessio English 1010—Section________ January 24, 2021 Short...

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Title: Short Answers: “The ‘Banking’ Concept of Education” (10 questions)
Contents
Para One    3
Par
a Two    3
Para Three    3
Page Two    3
Page two (paragraph full)    4
Page Two (last Paragraph)    4
Page Four    4
Page Five    5
Page Seven    5
Page Eight    5
Work Cited    6
Para One
· “Words are emptied of their concreteness and become a hollow, alienated, and alienating verbosity.” (Freire, 1)
· When it comes to reality, the expressions are the best modes to convince the audience. However, in education, the skill of a teacher is tested by the fact how clearly and decisively as well; he or she is able to twist the meaning of the words in the desired way.
Para Two
· “The student records, memorizes, and repeats these phrases without perceiving what four times four really means” (Freire, 1)
· The narrative form of education and sonority of words are interlinked. The teacher uses the narrative form and explains the meaning to the students and they have to believe in it.
Para Three
· “Narration (with the teacher as narrator) leads the students to memorize mechanically the narrated account” (Freire, 1).
· Narration simply adds to the efficacy of the memory to keep records of the learnt objects well. The students are fairly responsible to memorize things and concepts in banking education that help them improve their own skills. It is imperative to ensure the quality of education by such narrations.
Page Two
· “By...
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