johnfrier-abhishigvan.bed education system.pdf

B. ed education relate

1. EducationalPhilosophyofPaulo Freire
1922-1977

2. PauloFreirewasaBrazilianeducatorwhohasmadeaprofoundimpactnot
onlyintheofeducationbutalsointheoverallstrugglefornational
development,inthethirdworldcountries.Themethodologyhedeveloped
fortheeducationwasconsideredtobeathreatfortheestablishedorderfor
quitesometimesandhewasjailedforseventydaysandlateronforcedto
leaveBrazilfor20years.
Bornin1922inRecife,thecentreofoneofthemostextremesituationsof
povertyandunderdevelopmentinthethirdworld,heexperiencedthe
situationdirectly.The‘EconomicDepressionofthe1930’shitFreire’s
middleclassfamily,andhisstudiesgotdisturbedandhefellbehindin
school.Hewassodisturbedaboutit,hevowedtohimselfattheageof
eleventhathewoulddedicatehislifetothestruggleagainsthungersothat
otherchildrenwouldnothavetofaceagonyhewasthenexperiencing.

3. •HegothisPh.Din1959fromtheuniversityofRecife
andlaterworkedasprofessorofHistoryandPhilosophy
ofEducationinthesameuniversity.Attheuniversityhe
conductedhisexperimentswiththeteachingofthe
illiterates.Thismethodologybecameverypopularand
begantouseitwidely.
•FreirespentfiveyearsworkingwithUNESCOandthe
ChildrenInstituteforAgrarianreformintheprogrmmes
ofadulteducation.Healsoworkedatvariousother
institutionsandreceivedhonorarydegreesfrom29
universitiesinEuropeandNorthAmerica.

4. Publications
•Freirewrotealltogether20bookswhichwere
translatedinmorethan18languages,outofwhich
‘PedagogyoftheOppressedisthemostfamouswritten
in1970.

5. EducationasanInstrumentofLiberatingtheOppressed
•PauloFreireisconsideredasarepresentativeoftheresponseof
acreativemindandsensitiveconsciencetotheenormous
miseryandsufferingoftheoppressed.Hearguesthatthe
ignoranceandlethargyofthepoorarethedirectresultofthe
entiresituationcreatedbytheeconomic,socialandpolitical
dominationofafew.Bybeingkeptinsuchasituation,the
disadvantagedarekept‘submerged’.
•AccordingtoFreire,“Ahumanizingeducationisthepath
throughwhichmenandwomencanbecomeconsciousabout
theirpresenceintheworld”.

6. GoalsofEducation
•PowerAwareness
•CriticalLiteracy
•Desocialization
•SelfEducation

7. BankingConceptofEducation
•Freirehasintroducedthenewterminologyof‘banking’
conceptineducation.Inotherwordstheteacherturns
thestudentsinto‘containers’,into‘receptacles’tobe
filled.Educationthusbecomesanactofdepositing,in
whichthestudentsarethedepositoriesandtheteacher
isthedepositor.

8. CharacteristicsofBankingEducation
•Theteacherteachesandthestudentsaretaught
•Theteacherknowseverythingandthestudentknow
nothing
•Theteacherthinksandthestudentsarethoughtabout
•Theteachertalksandthe studentslisten
•Theteacherdisciplinesandthestudentsaredisciplined

9. •Theteacherchoosesandheenforceshischoice,andthestudents
comply
•Theteacheractsandthestudentshavetheillusionofacting
throughtheactionoftheteacher.
•Theteacherconfusestheauthorityofknowledgewithhisown
professionalauthoritywhichhesetsinoppositiontothefreedom
ofthestudents.
•Theteacheristhesubjectofthelearningprocess,whilethepupils
aremereobjects.
•Thebankingsystemreducesthecreativepowerofthestudents.

10. LimitationsofFreire’sEducationalIdeas
•Frier’sideasareofrebelandassuchtheyaretoo
revolutionarytobetranslatedintopracticeinademocratic
setup.
•Theoreticallytheyappeartobequitesoundbut
functionallytheyare‘Utopian’in nature.
•Hehasnotprovidedanyframeworkofaworkableformal
systemof education.

11. •Hisideasdonottakeintoaccountintothefinanceand
theorganisationalaspectsoftheformalsystemof
education.
•ThekindofeducationFreiretriedtopropagatewasnot
takenintoaccountinfinancialandorganisational
aspectsoftheformalsystemofeducation