![]() Education has a narrative character, with a narrating Subject (the teacher) and listening objects (the students), who are filled by the content of the teacher’s narration. The student is a passive and empty receptacle for this knowledge, patiently receiving and memorizing it. The teacher assumes a position of authority, possessing knowledge that he imparts to the student. In traditional education, the teacher-student relationship is strictly hierarchical. The concepts of banking and problem-posing educational styles are arguably the most influential and well-known ideas in Pedagogy of the Oppressed. Freire’s account of these two educational styles draws upon the existential and phenomenological philosophies of Jean-Paul Sartre, Simone de Beauvoir, and Edmund Husserl. ![]() This relationship involves a narrating Subject (the teacher) and patient listening objects (the students). ![]() Conversely, in problem-posing education, student and teacher dialogue with each other to stimulate consciousness-raising and the fuller expression of their humanity. An Excerpt From Pedagogy Of The Oppressed by Paulo Freire A careful analysis of the teacher-student relationship at any level, inside or outside the school, reveals its fundamentally narrative character. He demonstrates the hierarchical and dehumanizing character of banking education, which supports oppression. Freire methodically analyzes both types of education. ![]()
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