The Pedagogy Of The Oppressed concerns multiple of theories about education as a means to eliminate oppression. Through the break down of his opinion of fighting and abolishing oppression and bring about liberation. Freire addresses the concept of oppression, its origin and regular usage by oppressors "Any situation in which ‘A' objectively exploits ‘B' or hinders his or her pursuit of self-affirmation as a responsible person is one of oppression" (Freire, & Ramos, 2017). Through Freire's viewpoint, the vital component for conveying about liberation from oppressors is the essential tapping alertness into an alertness that persons held in their thinking processes. For this to happen, education must be involved, therefore forming an educational dynamic where the educator and learner guideline is more of a partnership than a chain of command. Through the guidelines dialogue that advances both sides on equal measures can be legislated, pointing towards the realization of humanity for both the oppressor as well as the burdened.
Education and Change
In Freire's pedagogy persons are taught to nurture their growth through the circumstances of daily life that provide valuable educational experiences. The experiences should form the certainty from the situations that give an extension to the everyday happenings of life. Individual's creation of text should allow them to mirror upon and examine the world in which they live, nevertheless not purposely to adapt to the world but instead as part of the determination to reform it and to make it suit to their old wants (Freire, & Ramos, 2017). Students are required to do more than repeat the words that are in existence but should create their own words that permit them to be aware of the reality in the sense of fighting their freedom. An individual who thinks and reflects can organize themselves from the inside out. They form in themselves the awareness of struggle through renovating reality and delivering themselves from the domination that has been implanted by traditional teaching.
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Education and Freedom
There is a lot of lecturing and memorization in the current education, with little scrutiny on the importance of the memorized information. Freire defines the situation as one which learners are seen as containers for data to be dumped. In the case, the teacher is regarded as the depositor with knowledge being what is deposited on a daily basis. The author claims that "the teacher's task is to organize a process which already occurs spontaneously, to ‘fill' the students by making deposits of information which he or she considers constituting true knowledge" (Freire, & Ramos, 2017). Attempt to transform the minds of individuals is displayed in the bank idea of education so that they will adjust better to the actual situation easing their influence. The loss of the love of life is seen when a person does not fight for his/her interest or those of culture and social liberation. Education that liberates persons need to have reasonable performance in which the material is understood and studied to overcome the contradiction that exists amongst the teachers and learners. The concept should allow bidirectional contribution to the parties in education as they have essential features that can be brought in learning.
Education and Dialogue
When education is used merely as a method to adapt an individual to reality, then the person is not given a chance to understand and change the fact that encompasses him "transforming the consciousness of the person prescribed into one that conforms with the prescriber's consciousness" (Freire, & Ramos, 2017). Freire's idea is for the person is to learn, understand as well as change reality. It is essential that dialogue is established amongst instructors and learners to achieve the goal, a person does not make himself silent, but it is through the words, activities, and replications. Therefore, use of dialogue is the primary element in education, with its establishment amongst the teachers and students help to intensify shared kindness, what is an act of courage. It is essential in the creation of dialogue with the society since it suggests the use of language same to that with which a person is conversant. Integration of oneself into the life of others is important to study their language, believe and practice. Education topics can be established in the reality that surrounds the people, only that they are concealed by the restraining situations that are created by the oppressors.
Conclusion
Freire needs the people to form themselves rather than being formed. He proposes for learning topics or opportunities be attained from daily practices that are encountered by individuals, and there should be avoidance of the present learning drawback of resorting to simulated proficiencies. The practices that Freire suggests can treat the limiting circumstances that block the individuals while acknowledging that these situations result from the classes who oppose change.
Reference
Freire, P., & Ramos, M. B. (2017). Pedagogy of the oppressed . London, England: Penguin Books.
