Lecture 12- What is Critical Pedagogy- Pedagogy for the Oppressed- Humanization-Dehumanization & Banking Education PDF

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Dr. Sonja Lind...

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Freire, P. (2000). Pedagogy of the Oppressed. Bloomsbury: New York.

Introduction 1. Respond to and/or elaborate on this sentence: “Whereas students in the Third World and other nations struggling with totalitarian regime would risk their freedom, if not their lives, to read Paulo Freire, in our so-called open soci his work suffers from a more sophisticated form of censorship: omission.” (Macedo, 2000 16). I believe this comment simply refers to the idea of ignorance. As students in the U States, we have access various forms of information at the palms of our hands, ye many of us choose not to access this privilege to it’s fullest extant. Through omiss we censor what we choose not to agree with, whether as individuals or a governm and sometimes, it only makes sense to question why as a free world, we would qu and censor ideals. 2. Macedo (2000) continues to critique “many educators” in the U.S. “who claim to be Fre but erroneously “transform Freire’s notion of dialogue into a method” (p. 17). In what way Macedo correct, in stating that critical educators in this country focus on the deliverability teaching method? On the other hand, in what ways may it be edifying to transform Freire philosophy into a teaching method? Through banking education, Macedo is correct as sometimes educators focus only the transfer of information (memorizing), while completing disregarding whether o the student actually learns. It can also be used to edify the transformation of Freire philosophy into a teaching method by learning from that, and creating a seminar s learning environment where people can demonstrate what they truly know and exp on their learning experience. Chapter 1 (pp. 43-69) 3. Throughout this chapter, Freire (2000) writes about humanism, dehumanization, libera and freedom. I have listed a few of the many places in this chapter he writes about these topics, below. Based on your reading, what do you think is a “humanist education” or, in h words, “a humanizing pedagogy”? Dehumanization (p. 44) The fear of freedom (p. 47) Violence and “being fully human” (p. 56) What “human beings” mean to the oppressors (p. 57)...