essay assignment at least 1000 words and 1 short writingResponse to “The 'Banking' Concept of Education” Length: 150-200 of your own words in addition to two or three quotes and citations from Freire’s essay. Format: MLA heading, in-text citations of quotes, double-spaced See the first link under Course Resources for the format and in-text citations of quotes. See the second link under Course Resources for how to incorporate the quotes. Content: In a unified paragraph or two, explain what you believe to be the major difference between Banking education and Problem-posing education, as explained by Freire in his essay. In your view, what is the most significance difference between these two educational approaches? Use two or three quotes to support your claim. Essay 1 Information Essay 1 Information Length: at least 1,000 of your own words (not including the heading, quotes, citations) MLA Format : heading, page headers, title, citations after quotes, Works Cited IF you are using any sources other than the required reading (Freire’s text) Content : Your goal in this essay is to illustrate the validity of Freire’s theory of “Banking” education by using your own observations and experiences. This is NOT a research paper; it is a mixture of critical analysis and autobiographical writing. To do this, you will break down Freire’s theory into four components with the following guidelines: · Only ONE component can come from his list on page 2. All four or at least three must come from the body of his article that is not in the list. · At least two must be components of “Banking” Education; no more than two can be a component of Problem-posing Education. · You must focus on at least two characteristics of “Banking” education; you can then focus on two effects of it. Alternatively, you could focus on four characteristics of “Banking” education and no effects. Another approach could be to focus on two characteristics of “Banking” and two of Problem-posing. Or you may want to focus on a characteristic and an effect of “Banking” and a characteristic and an effect of Problem-posing. It is up to you what you want to analyze; just be sure that at least half of the components (two out of four) focus on banking education and no more than one characteristic of banking education comes from the list on page two. You will organize your essay in the following way: Introduction Paragraph with the following sentences (4-5): · A general opening statement about your education · A sentence that connects your opening to Freire’s theory and his essay and mentions him and his essay by name · A sentence or two that lists the four components you will discuss in your essay · A THESIS sentence that states that his theory is valid based on your own observations and experiences. See examples below: · Based on my own observations and experiences, Freire presents a valid theory regarding education, which applies to today. · Freire’s theory, specifically the characteristics and effects of “Banking” Education, are evident in my own life. Four* Body Paragraphs, each of which contains the following: · A topic sentence that states the specific component. (For the second, third, and fourth body paragraph, you should have a transition at the beginning of the topic sentence, such as, In addition, Furthermore, Besides…, which shows how the paragraph relates to the previous one). · A quote that explains the component (See Course Resources for how to incorporate and cite them) · A brief explanation of the quote · A detailed (4-5 sentences) illustration from your own life, which exemplifies the component in detail. * If your paragraph is too long—more than 2/3 of a page, you could divide it; you could keep the first three bullets together (they focus on the theory), and then begin a new paragraph for your illustration. So the total number of body paragraphs can range between 4 and 8. Concluding Paragraph (about 4 sentences) · Restate your thesis (in different words). · Talk about the theory in general. Possibilities: · Have things changed in education since Freire’s days? · Can one still develop a critical consciousness with “Banking” education? · Do you see any benefits to “Banking” education? Is it sometimes necessary? · Your overall thoughts regarding education today. PAULO FREIRE: CHAPTER 2 OF PEDAGOGY OF THE OPPRESSED Freire 1 PAULO FREIRE (pronounce it "Fr-air-ah" unless you can make a Portuguese "r") is one of the most influential radical educators of our world. A native of Recife, Brazil, he spent most of his early career working in poverty-stricken areas of his homeland, developing methods for teaching illiterate adults to read and write and (as he would say) to think critically and, thereby, to take power over their own lives. Because he has created a classroom where teachers and students have equal power and equal dignity, his work has stood as a model for educators around the world. It led also to sixteen years of exile after the military coup in Brazil in 1964. During that time he taught in Europe and in the United States and worked for the Allende government in Chile, training the teachers whose job it would be to bring modern agricultural methods to the peasants. Freire (1921-1997) worked with the adult education programs of UNESCO, the Chilean Institute of Agrarian Reform, and the World Council of Churches. He was professor of educational philosophy at the Catholic University of Sao Paulo. He is the author of Education for Critical Consciousness, The Politics of Education, The Pedagogy of the Oppressed, Revised Edition (from which the following essay is drawn), and Learning to Question: A Pedagogy of Liberation (with Antonio Faundez). For Freire, education is not an objective process, if by objective we mean "neutral" or "without bias or prejudice." Because teachers could be said to have something that their students lack, it is impossible to have a "neutral" classroom; and when teachers present a subject to their students they also present a point of view on that subject. The choice, according to Freire, is fairly simple: teachers either work “for the liberation of the people-their humanization-or for their domestication, their domination." The practice of teaching, however, is anything but simple. According to Freire, a teacher's most crucial skill is his or her ability to assist students' struggle to gain control over the conditions of their lives, and this means helping them not only to know but "to know that they know." Freire edited, along with Henry A. Giroux of Miami University in Ohio, a series of books on education and teaching. In Literacy: Reading the Word and the World, a book for the series, Freire describes the interrelationship between reading the written word and understanding the world that surrounds us. My parents introduced me to reading the word at a certain moment in this rich experience of understanding my immediate world. Deciphering the word flowed naturally from reading my particular world; it was not something superimposed on it. I learned to read and write on the grounds of the backyard of my house, in the shade of the mango trees, with words from my world rather than from the wider world of my parents. The earth was my blackboard, the sticks my chalk. For Freire, reading the written word involves understanding a text in its very particular social and historical context. Thus reading always involves "critical perception, interpretation, and rewriting of what is read." The “Banking” Concept of Education PAULO FREIRE A careful analysis of the teacher-student relationship at any level, inside or outside the school, reveals its fundamentally narrative character. This relationship involves a narrating Subject (the teacher) and patient listening Objects (the students). The contents, whether values or empirical dimensions of reality, tend in the process of being narrated to become lifeless and petrified. Education is suffering from narration sickness. The teacher talks about reality as if it were motionless, static, compartmentalized, and predictable. Or else he expounds on a topic completely alien to the existential experience of the students. His task is to "fill" the students with the contents of his narration -- contents which are detached from reality, disconnected from the totality that engendered them and could give them significance. Words are emptied of their concreteness and become a hollow, alienated, and alienating verbosity. The outstanding characteristic of this narrative education, then, is the sonority of words, not their transforming power. "Four times four is sixteen; the capital of Para is Belem." The student records, memorizes, and repeats these phrases without perceiving what four times four really means, or realizing the true significance of "capital" in the affirmation "the capital of Para is Belem," that is, what Belem means for Para and what Para means for Brazil. Narration (with the teacher as narrator) leads the students to memorize mechanically the narrated account. Worse yet, it turns them into "containers," into "receptacles" to be "filled" by the teachers. The more completely she fills the receptacles, the better a teachers she is. The more meekly the receptacles permit themselves to be filled, the better students they are. Education thus becomes an act of depositing, in which the students are the depositories and the teacher is the depositor. Instead of communicating, the teacher issues communiques and makes deposits which the students patiently receive, memorize, and repeat. Freire 2 This is the “banking” concept of education, in which the scope of action allowed to the students extends only as far as receiving, filing, and storing the deposits. They do, it is true, have the opportunity to become collectors or cataloguers of the things they store. But in the last analysis, it is the people themselves who are filed away through the lack of creativity, transformation, and knowledge in this (at best) misguided system. For apart from inquiry, apart from the praxis, individuals cannot be truly human. Knowledge emerges only through invention and re-invention, through the restless, impatient continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other. In the banking concept of education, knowledge is a gift bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing. Projecting an absolute ignorance onto others, a