Paulo Freire essay analysis about banking education Essays

Paulo Freire essay analysis about banking education Essays Paulo Freire essay analysis about banking education Paper Paulo Freire essay analysis about banking education Paper The High school life I experience d in Korea was extreme banking style. All we did in the class was to just sit and take notes on what teachers taught us. Everything was so restricted and made us only concentrate on cad mimic subjects. So I expected a big positive change in high school in terms of learning system whew n I was coming aboard. Unfortunately, there wasnt a big change. Teacher was still a dominant or in the class and we were just robot that simply listened to the information that teacher Provo deed for us and store it in our head. The only way of conveying the information was by listening, or roving presentation for us. Different from what I expected, the education in Niles We SST High School was still unprepossessing. First of all, When I came to high school in US, there was a clear change on am aunt Of communication that teacher and students go through in learning process. But , containers and receptacles relationship was still maintained where students simply asked quo session about lecture if they were not understanding some of the features. This type of interaction s not helpful because the only purpose is to redeposit what students have missed. Although h there was scenically more communications involved, Paulo Fire argues that there has to be a freedom during communication by saying, In this process, arguments based on auto ritzy are no longer valid; in order to function, authority must be on the side of freedom not again SST if (Fire, 80). Authority of teachers is not an exception for high school in US. It is already as sums that students are undeveloped human and teachers are those who always have answers of r students. Because of the assumptions that high school have, students tend to underestimate the IR knowledge and intelligence, and this is why oppression is correlated with banking education s yester. This oppression is functioning as a gate that blocks students from becoming a con couscous being which can think critically. Everything in high school becomes so routine as student TTS start to accept the assumption that school creates while students have no idea what this pro sees could do to them. To give a clear result Of ratification, Paulo comes up with consequence sees of this cycled life by saying, The capability of banking education to minimize or annul the SST dents creative ewer and to stimulate their credulity serves the interests of the oppressors, who care neither to have the world revealed nor to see it transformed(Fire, 73). By becoming a target of oppressors, students in US high school fails to transcend themselves and Simi ply stops at the level where teachers got up to. Despite of similarity between US and South Korea high school, there is one HTH Eng that distinct US high school from South Korea. In South Korea, people have extreme e black and white thought about students life in high school. That is, students will have to either choose studying or extracurricular activity. But, Teachers in South Korea high school always tee II students that the only way of succeeding in your life is by simply studying hard. So, majority of s dents spend the whole day just studying without any other activities involved. However, US high school was different. Students were still able to be part of both things and still maintain t heir grades. Students in US was more flexible about spending time. Instead of staying in the e classroom all the time, school provided us opportunities to go on a field trip. Field trip has to be a trip to somewhere that can be helpful for students perceiving the features that they earned during the class. For example, Students in our high school went to Museum of Science a ND Industry in Chicago for Mathematical Modeling class to actually see and analyze about the e topic that we are researching on. During field trip, students have freedom to go wherever we w ant and have communication with classmates about their research. Students kept asking q questions each other and tried to come up with answers to it. This is what critical thinking should b e where students ask each other without answer and tried to come up with the solution together where dialogue is involved. Although students experience what predisposing education during g field trip, the time they spend on this experience is too short to unlock themselves from pop oppression. When students return to the school, they go back to their own original routine and f ail to be conscious. Obstacle that disturb students from being conscious is segregation in US high school. One thing that I really liked about SIS high school was that the opportunities t hat school provided for me. If students get good GAP, they can get into honor society where they c an get more opportunities such as taking more advanced class, receiving information ABA UT scholarships and academic programs. It might seems that school is doing a good job in provide Eng best environment for students, but there is downside of this. By involving in a group p where only smart students go, they will feel very proud and honorable. However, this ho nor that school provides is rewards by oppressors which means that they reward students of r following the method that they created. This way of blocking students consciousness is call deed operant conditioning. Operant conditioning is method of learning that occurs through rewards and punishments for behavior, and the well known experiment of this is rat in the box with lever which condition the rat to press the lever by awarding them with food every it me they press it . It encourages the subject to associate desirable or undesirable outcomes with c retain behaviors. Basically, oppressors rewards students with honor so that students will press rev banking education without revolting. For those of who dont see the downside of bank Eng education might say oppressors are providing more opportunities and honors to those ho deserve it and helping students to grow, but Paulo argues that, Indeed, the interests of the oppressors lie in changing the consciousness of the oppressed, not the situation which oppress sees them, for the more easily they can be dominated(Fire, 74). Oppressors wants to avoid an y obstacles that oppresses them and simple way of doing this is to prevent students developing g into a conscious being. On the other side, students with bad grades are always pressurized by teachers to work hard on their grade. Teacher tell them to pay more attention to materials in CLC ass to get better grades. These students often get called out by the deans to talk about their g reads. Because of this, the conception of getting called out by deans automatically became you are trouble maker. This feeling of shame and expectation of teachers about grade functioned as punishment in operant conditioning and made students lock themselves into banking educate ion. Though there was segregation between students, they were all simply just targets of oppress sorts. In conclusion, compare to extreme ban king education in South Korea high SC wool, there was not that much difference in US high school. Teacher is still a narrator and dents are container where they simply just process the information that teacher provide sees. This kind of interaction made students life very routine, and they become very adapt able to the environment where no critical thinking is involved. There was still activity involve Veda where students were able to interact each other with constant questioning and critic al thinking. However, this was only small portion of time compared to the time students s Penn on banking education in high school. Another problem was segregation between student s. Those who worked hard to get good GAP was rewarded and those who didnt try hard WA punished.