The Importance and Relevance of Freire's Ideas Today

The Importance and Relevance of Freire's Ideas Today

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The Importance and Relevance of Freire's Ideas Today by Mind Map: The Importance and Relevance of Freire's Ideas Today

1. Objects(Students) & Subjects(Citizens)

1.1. Narration sickness is a phenomena that happens to students when their teachers are narrating instead of teaching and the students are receptacles of the information.

1.2. “the teacher teaches and the students are taught”(66)

1.3. Banking education creates subject-object polarity between teachers and students; while the teacher prepares the lesson to be taught, they only consider cognizable ideas to present to the students.

2. Alienation

2.1. Freires’ definition of alienation is unauthentic thinking, thinking the way students are taught to think; men are objects, receptacles of information.

2.2. Freire seems to believe that good learning and understanding cannot be done with alienation

2.2.1. Alienation needs to stop in teaching today for students to use their creativity and ask questions

2.3. Humanization, true communication, nothing can be created well or true through alienation

2.4. Alienation is unauthentic thinking due to the banking form of educating students

3. Critical Consciousness

3.1. "Any situation in which some men prevent others from engaging in the process of inquiry is one of violence”(73)

3.2. Learning is not simply knowing information because someone told it to you, it’s understanding what the information means and gaining the capability to apply that information to life.

3.2.1. Going past surface level to be successful

3.3. "Because they apprehend the challenge as interrelated to other problems within a total context... the resulting comprehension tends to be increasingly critical and thus constantly less alienated" (69).

3.4. How does Friere define Critical Consciousness?

4. True Dialog/ Communication

4.1. “Dialogue cannot exist, however, in the absence of a profound love for the world and for men” (77).

4.1.1. Love is platform for dialog and creation and re-creation

4.1.2. Love

4.2. “The ‘dialogic man’ believes in other men even before he meets them face to face” (79).

4.2.1. Communication and dialog relate

4.2.1.1. Being able to talk through ideas, adding information too the conversation and being able to continuously expand by asking questions.

4.2.2. Being able to trust that others are going to grow and transform, without knowing exactly how they plan to do so.

4.2.3. Faith

4.3. “The naming of the world, through which men constantly re-create that world, cannot be an act of arrogance” (78)

4.3.1. Humility

4.3.2. By thinking you know all is is restricting your ability to learn, connect, and communicate

4.3.3. In the Ted talk, "Don't shy away from ignorance" by Laura Fox . A main point is being able to admit that you don't know something and ask question, to learn.

4.4. ”Hopelessness is a form of silence, of denying the world and fleeing from it” (80).

4.4.1. Hope creates the will to learn more.

4.4.2. We need hope in search for change and that the world can transform and be better

4.4.3. Hope

5. Words as Praxis(reflection and action)

5.1. True learning takes place when students explore the curiosity that questions create in their minds.

5.2. Two-dimentional

6. Effects of the Banking method

6.1. The lack of communication between teachers and students is an issue within the banking style of education.

6.2. “We have a system which achieves neither true knowledge nor true culture”(68) when describing the banking style of education.

6.2.1. The method in which teachers are choosing to inform their students eliminates the process of inquiry, learning.

6.2.1.1. Students are only memorizing/repeating information (robot-like)

6.2.2. The problem of banking will still continue to be a problem if students do not engage.

6.3. “The contents, whether values or empirical dimensions of reality, tend in the process of being narrated to become lifeless and petrified. The teacher talks about reality as if it were motionless, static, compartmentalized and predictable”(57).

6.3.1. false knowledge

6.4. De-humanizes people

7. Effects of Problem-Posing Education

7.1. “Indeed, problem-posing education... can fulfill its function as the practice of freedom” (67).

7.2. “ The banking method emphasizes permanence and becomes reactionary; problem-posing education- which accepts neither a ‘well-behaved’ present nor a predetermined future- roots itself in the dynamic present and become revolutionary.”(72).

7.2.1. This means that when students are banking they cannot be proactive. Being conscious, proactive, flexible, and adaptive is important to be successful today.

7.3. This means those who teach problem-posing education as well as liberating education must want more for their students than to simply pass the class.

7.4. "Problem-posing education embodies communication" (66).

7.5. "Problem-posing education involves a constant unveiling of reality" (68).

7.5.1. Makes students critical thinkers. Students can be labeled as 'student' as well as 'teacher'.

7.5.1.1. This sets students up for future success

7.6. "Problem-posing education, responding to the essence of consciousness-intentionality-rejects communiques and embodies communication" (66).

7.6.1. Teachers are always cognitive

8. Support All Sub-Catagories with: quote from Freire, 2-3 personal examples, and significance to today

8.1. Keep in Mind: How can you explain Freire’s ideas about education and our vocation as humans to a president of a university or a CEO of corporation in a way that will help them fully understand and appreciate the significance of Freire’s ideas?

9. Introduction

9.1. Freire goes into great detail about the different teaching methods and the effectiveness of them on students.

9.2. What will ultimately create critical thinkers and life-long learners?

10. Conclusion

10.1. Freire’s definition of literacy completely transforms education. The mission he had, to educate the poor in Brazil, fundamentally changed the way we see education today.

10.2. Now we have higher expectations; true literacy is comprehending and retaining information by analytically reading or listening.

11. Liberation

11.1. “Liberation is a praxis: the action and reflection of men upon their world in order to transform it”(66).

11.2. “But one does not liberate men by alienating them. Authentic liberation- the process of humanization- is not another deposit to be made in men."(66)

11.3. “Liberating education consists in acts of cognition, not transferrals of information”(67).

11.3.1. We must work to create a better way to educate and find a real way that includes all ways of thinking without disclaiming peoples' thoughts without even considering them

11.4. Liberation is having thoughts and opinions that can change the world; people are liberated by adapting to the world’s evolution.

11.4.1. We must be accepting of new and possibly better ideas

11.5. "Those truly committed to liberation must reject the banking concept in its entirety" (66).

11.6. Alienation = opposite of Liberation

12. Humanization

12.1. "Humanization- mans historical vocation."(73)

12.1.1. Mans job to fully humanize

12.1.2. Reaching full potential of man kind and allowing each person to think on there own.

12.2. “The pursuit of full humanity, however cannot be carried out in isolation or individualism, but only in fellowship and solidarity”(73).

12.2.1. Group discussion and group conversation is key to being successful in situation and being able to bounce ideas off of each other

12.3. Humanist teachers engage with students, use critical thinking to help students learn, and have a goal of creating life-long learners.