Worksheet 2 (Freire 1 Basic Concepts) PDF

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Freire reading worksheet assignment...

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Freire Worksheet 1: Basic Concepts Passages & Concepts for Interpretation and Evaluation English 191: Literacy

Instructions Use page numbers and passages to interpret the following concepts and evaluate/make connections. Be sure to both quote passages and interpret the passages using your own words. Be sure to indicate page numbers in parenthesis after quotations. Remember the meaning making approach to reading and discussing: Quote/Interpret/Evaluate & Connect Note: banking and problem posing are “styles” of teaching and learning. BOTH require some amount of memorization. The banking style is not synonymous with memorization. Do your best to resist the inclination to equate banking with memorizing. Focus your discussion on the EFFECTS of each of these styles (what they do to humans and how they do that).

1.

“Narration sickness”—Interpret: what is the problem with this form of education? (Use textual evidence) Education is termed as narration, the teacher directs what is the reality for the students. The concepts are rigid, predictable and motionless. As from page 71, “The teacher talks about reality as if it were motionless, static, compartmentalized, and predictable.”

2.

What is the marker of a good teacher (and a good student) in the banking model? (Use textual evidence) In the banking model, the good teacher is the one who is better at depositing the information and the good student is the one who is better at retaining those deposits and betters and accepting those. As from page 72, “"The more completely she fills the receptacles, the better a teacher she is."

3.

What is the overarching consequence of the banking form of education on humans? (In other words: what does it turn us into?—remember, Freire is not interested in whether one style is good and the other is bad, he’s interested in the EFFECTS of these styles, the kinds of people/citizens they ultimately create.) The consequences of the banking form of education on humans, is that it reduces the creative power, critical thinking, imagination and discovery. It turns us into marginals and the oppressed, lacking motivation and individualism. This ultimately creates oppressors and the oppressed, people who become prone to losing their individuality.

4.

Interpret: How does banking education create a subject/object polarity between teachers and students? Evaluate: What is the problem with the subject/object polarity? (Use textual evidence) The difference of idea or perspective between teacher and students, create the subject/object polarity. In the banking education system, its very likely that the teacher doesn’t respond well to this polarity. “The teacher thinks, and the student are thought about;”, from page 73 (c).

5.

Freire writes about biophily and necrophily and quotes Fromm to describe a “necrophilic” person (77). Connect: Describe a teacher or educational experience that fits this description. Biophily from the Freire writing means a person who loves to grow in a structural, functional manner. Oppression – overwhelming control is necrophilic, a necophilous person loves all that does not grow, all that is mechanical, as if everything living is an object or a thing. A lot of elementary education teachers, show this quality by how they sit their students down, feed them information and expect them to bank and repeat it back to them.

6.

What is the marker of a good “humanist” teacher in the problem posing model of education? (75) Why is this preferable to the characteristics of the teaching in the banking model? (Use textual evidence.) Connect: Find an example of a good “humanist” teacher in your life or in today’s society.

Freire Worksheet 1: Basic Concepts Passages & Concepts for Interpretation and Evaluation English 191: Literacy

The marker of a good “Humanist” teacher is the ability of the teacher to trust their students, and to engage with them in a manner that involves critical thinking rather than information depositing. English teacher in high school, treated us as adults and would have conversations with us. An art teacher was exceptionally nice, easy to talk to and would uplift her students. A software engineering teacher on of us had was always pushing to improve and always helped in any way, even when it wasn’t about just class or college. 7.

Freire describes critical consciousness as “consciousness as consciousness of consciousness” (79), interpret what this means (if you are struggling, try putting a colon in place of the “as” in the phrase)? What is the relationship of this to inquiry and curiosity? Being self-aware of the decisions you have made, keep on revising the decisions you have made. Knowing you have made a decision with the acceptance of the consequences of those decisions; and improving. Having a higher level of consciousness that assesses the normal consciousness. The relationship between inquiry, curiosity, and consciousness is that if you inquire about something or are curious you are already conscious about what you are looking at. The idea though is that you have to think critically about what you are inquiring about and be conscious about what it is but also be conscious through the process to keep expanding.

8.

Interpret: What is liberation from Freire’s point of view (Use textual evidence and think about his statement that banking education is more concerned about whether humans “fit” the world and how little they question the world—76). Liberation from his view is the idea to think for yourself. To question your superiors because knowledge isn’t a one-way street it should be expanded on and forever growing. If we fit the world, we will be at a standstill but if we can liberate ourselves to question more and expand, we can accomplish more things to expand our way of thinking, living, and progressing.

9.

Connect: How is liberation related to problem-posing education? (use textual evidence from throughout the text) Liberation is related to problem-posing education by the fact that you can really think for yourself based on this structured bank learning. If you stick with the bank aspect you will never have the liberation to expand and further your understanding, you will be stuck on what they've told you leaving you as Freire would say oppressed. In general, you can have a liberated mind if you stick with the books and follow like a sheep....