Freires Philosophy And Liberation Of Education

Glass on Freire s Philosophy : A CritiqueIntroductionFreire s approach to command follows dialectical materialism that evolved from Marx s conflict theory and follows a information that results from Hegelian thesis (positive ) and antithesis (negative ) forces that focused between the oppressed and the oppressor . It is dialectic in the sense that its approach is provisional and indefinite . With its revolutionist paradigm , the objective of Friere in pro sitting the pedagogy of the oppressed is for the tone ending or emancipation of the both the oppressed and oppressor from the status quo label by this conflict . Karl Marx s class struggles highlighted on the clashes or conflicts of occupy among genial groups including economic , gender racial groups , among other(a)s . Under this panorama , the values agendas of different racial , political , economic groups atomic number 18 at odds against or incompatible with each other resulting to opposition and rivalry Freire s Pedagogy of the Oppressed highlights the role of the assimilator in nurturing or developing his possess understanding of the military personnel ground on his own circumstantial conditions in the social , political and economic aspects thereby creating his own reality . The speculative ideologies that he learns still serve as his guide for his own analysis in the world he lives . The major subprogram of learning is not for the learner to adapt to the current kingdom of affairs of his environment but to challenge the perceived unstableness and strive to address issues to measure up with his needsAdhering that learning is a personal act for the realization of a person s electromotive force , Friere s pedagogy is anthropocentric or humanistic It gives greater comprehension to the capacity of people to act with inherent values and motives . larn therefore is centered on the learner and teachers function only as a facilitator in the learning process . The crowning(prenominal) goal of humanism is self actualization which is reflected in the higher(prenominal) group called growth needs .

Friere used the banking concept to yield the traditional model of education which perpetuates the oppression of the status quo . In the conventional set up in education , students are like repositories of acquaintance which teachers fill up . The model is compared to a bank where the teachers are depositors of knowledge and students are the accounts . This concept highlights the plaza in which students passively receive and memorize the concepts and ideas that the teachers provide without accentuating on relating the concepts to realities . As mere receptors of knowledge , this model stifles the creativity and analytic scrutiny of students thereby preserving the submissiveness of the studentsIn contrast to the banking concept , Friere proposes the problem posing model of education in which the teacher continuously changes conclusions based on the reflections of the students who become active participants in the creation of knowledge . Problem-posing education involves a constant unveiling of reality , the return of consciousness , and critical intervention in reality (Friere , 2000 . Learners freely engage in productive and critical discussion of the concepts kind of than being dominated by the teacher s opinion or hypothetical theories...If you want to get a full essay, erect it on our website: Orderessay

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