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Paulo Freire's Theory To Education Summary

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1. Freire next offers the concept of themes, which can be as tools to liberate the oppressed. Generative themes are the components of the thematic universe of all peoples and these themes arise from dialogue. Generative themes are educational, political or social topics important to the people whom they affect. These themes are important because, as humans, people have an historical existence and therefore can work to alter their world. Freire also describes limit situations within these themes. These limit-situations are identified as obstacles to ones’ liberation. People need to use the resources revealed through dialogue to work to surmount these limits. These themes and an understanding of them give people a perspective of their reality. Themes exist when people interact with their world with reference to concrete facts, with generative themes intersecting and creating a thematic universe. Freire explains that to apprehend these themes and to understand them is to understand both the people which embody them and the reality to which they refer. Once the reality is understood and recognized, people can begin to dialogue and work to liberate themselves and thus end oppression. Implications of Paulo Freire’s Theory to Education …show more content…

Teachers must ask themselves what they will dialogue with the students about. Freire points out that educators cannot go to the labourers with a banking style of education to deposit knowledge or impose upon them the notion of a “good man” based on the conclusions of the oppressors. Leaders and educators must use the language of the oppressed so that they may dialogue with them to learn from them. Finally, within education, dialogue must incorporate critical thinking of all participants. This line of cognition is dynamic. Communication is important to true

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These themes are common in most of the stories and poems read during this semester. It has enabled me to realize the similarities in many of the books people read everyday and what lessons are learned. These lesson can go from simple to complex. The freedom for some ethnicities in some environments can be hard because they can be easily discriminated against because of their race or their color. The masks people wear are to hide their true feelings, so they become something that people will become more accepting of and not judge them.

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An image, sound, action or other figure with symbolic significance that contributes to the development of a theme in a literary work is referred to as a motif. These tools can be used to advance and deepen themes while connecting to reader’s personal experience and shaping their future perception of the figure used. While in “The Most Dangerous Game” the motif of red represents a single theme “Invierno” uses the motif of winter to represent several and “Paali” uses more than one motif to develop a wide variety of emotional and educational themes. In Richard Connell’s short story, “The Most Dangerous Game,” the motif represents a single theme.

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Without a theme, a story is just a story with little meaning. To test whether a theme is worthy, the reader should ask whether it teaches a lesson, whether it's revealed through characters and whether it applies to the entire work. Several themes in the novel Night by Elie Wiesel and in the movie The Book Thief pass this test. In Night, Elie writes a memoir about how he and his family are sent to Aushwits, a concentration camp, for being Jewish during the holocaust.

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The theme of a story is a very important factor when depicting the impact the story has. Theme of a story is the comprehension of general message or idea that is conveyed throughout a literary work. As a story progresses the theme is often conveyed regularly and emerges in varied ways. Sometimes a story can have more than one theme portrayed within it. In the story “A&P” there is more than one theme present in the story.

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Some say that our educational system is great and it gives every opportunity to become better. This has become somewhat true over time, but not entirely. An insightful philosopher named Paulo Freire asserts his views about the problematic education system being used in the sixties known as the “banking” concept in Pedagogy of the Oppressed. This concept is described as an almost autonomous way of

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He started off his career as a grammar teacher and went on to become increasingly popular with his extraordinary works. Minhaj’s, ‘Homecoming King’, is a public discourse which is reaching out to large crowds and making them aware about the life of the immigrant families, several societal norms, current governmental policies, differences in race, power and literacy. While Freire’s, 'The Banking System of Education’, is an academic discourse, its main motive lies in educating the readers, in this case, on the traditional system of education, which is shown by depicting a student 's mind as a depository and the teacher 's as the

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In Paulo Freire’s essay The “Banking” Concept of Education, Freire highlights two differing forms of education: “banking” and “problem posing”. The banking concept is one in which the students are simply being “filled” by the teachers’ transferal of information, rather than actually learning material (Freire 216). This type of education resists dialogue and suggests that the students are simply objects in a passive setting that they have essentially accepted. Often this causes certain facts to be concealed and a lack of true critical thinking, especially about reality. On the opposite side of the spectrum, problem posing encourages communication.

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Paulo Freire argues that the relationship between a teacher and a student is a system of oppression. Where a teacher has absolute and total control over their students’ way of thinking. Freire refers to this as “The Banking Concept of Education,” where teachers teach and students listen and don’t question what they are being told. In the banking concept, teachers are depositing and students are the depositories. To Freire the banking system of education is destroying creativity and individualism in student.

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