Chapter two from Paulo Freire was probably the best thing I have read in the course thus far. I would assess his argument as being in the realm of public intellectualism in that it inspires subjects to receive an education that makes them active doers in the world. There is a spiritual echo present here that chooses ‘becoming’ over ‘being’, action over intellectual description.
Perhaps in an effort to begin the process of a dialogic, problem-posing education would be to open up what Freiri calls the ‘banking concept of education’ (i.e., an act of depositing knowledge from active subjects to passive recipients). Freire gives a (humorous?) analogy of the banking concept of education that deals with a form of knowledge that has no bearing on reality. Thus, we teach a “vital question” like “Roger gave green grass to the goat” only to instead come to learn that actually “Roger gave green grass to the rabbit”. Exaggeration aside, is this true to our experience of education? I would love to begin a dialogue on what you think this analogy is meant to represent within the banking model of education? I have an idea, but need further clarity from other disciplines.
I also wonder how Freire’s pedagogy for the oppressed would approach the idea of technology in the classroom? Thoughts?
Chomsky sees the education of Freire as consciousness raising. I also really appreciated how lucidly Freire shows the relationship of language to power and ideology. Cultivated languages essentially masquerade as ideology and power. Nevertheless for Freire, one must have an acquaintance with the dominant linguistic pattern, but it is not necessary that they imbue the dominant pattern. Their learning it is for different reasons than say aspirations for wealth or prideful articulation. Rather, it is so they can voice their oppression so it be understood by others. His reinterpretation of Marxism, fused into a spiritual liberation theology that is active, focusing on education for life, that is anti-necrophilia has, after a long time, convinced me that we can and should do something to change our educational system, one teacher at a time — beginning with YOU.