Freire, P. (2007). Pedagogy of the Oppressed. New York, Continuum. Cap. 2, (Pp. 71-89).

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Pablo Freire allows us to see what he believes is the ongoing problem with our educational system. He makes a very compelling argument stating that it is not the way we teach but how we mentally categorize learning. Teachers assume that they have all the knowledge needed to pass on to their students and students know nothing. As if the students are a blank canvas that the teacher get to throw their paint on. This is what Freire calls the educational banking system. The banking concept of education, which is what teachers have pretty much been trained to do, robs students of the opportunity to think for themselves and instead instills in them a pre-conceived idea, fact, or theory. I am honestly making it sound a lot simpler then what it really is. The way in which we think of the teacher-student relationship is wrong. It is a relationship where one is the superior and the other is the oppressed. Even though one would say that being a teacher is a very humanitarian career; when one uses the banking system one is actually dehumanizing. There are no real world connections that the students are getting a hold of. As educators we are restraining them from making their own individual views of reality. To fix this problem Freire offers an alternative to teaching called problem-posing educations. Educations transforms from teaching students to learning alongside with them through communication and with the acceptance of multiple views of reality. A teacher no longer hold the position of narrator but rather a co-investigator of the ever-changing world and reality in front of them. Neither the students nor the teacher ever stop learning because there is always a constant unveiling reality and therefore a new way of thinking about the world. Both teacher and student take the new knowledge, communicate on how this is perceived to them, and is them accommodated in to what they

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