Critical Education Theory Critical Education Theory Critical Education Theory evolves from the wider discipline of Critical Social Theory, and looks at the ways in which political ideology shapes Education as a way of maintaining existing regimes of privilege and social control. It casts a critical eye upon the history, the development and practice of education and educational theorising. Instead, Critical Education Theory promotes an ideology of education as an instrument of social transformation and as a means of attaining social, cultural, and economic equity. Initially, it did this from an orthodox economic Marxist point of view, but increasingly has adopted many of the tenets and theories of Cultural Studies to demonstrate how cultural codes play a fundamental part in both curriculum construction and classroom practice.
Get Full Essay Get access to this section to get all help you need with your essay and educational issues. Much criticism has been addressed towards this work; much truth the work has also revealed. It is difficult to argue, whether the author was totally right or wrong — his assumptions have solid practical bases but can also be debated.
The Banking concept of education The essence of the banking concept of education created by Freire is in the fact that students do not acquire and use knowledge to analyze; the knowledge instead is simply deposited into them by the teacher.
This process if viewed by Freire as the means of hindering creativity in education in general. Of Freire essay education, one may argue that we ourselves are the creators of our education, and our knowledge. However, initiative in education is not always applicable, especially when the educational environment does not allow any creativity, as Freire tries to persuade us.
Thus, the author of the banking concept in education tries to prove that ultimately, students cannot transform the deposited knowledge, as they are not taught to apply their transformational skills.
The knowledge has always been the process of inquiry, but the banking approaches in education change these ideas, and make education similar to the oppressing ideologies: In the banking concept of education, students have to take their teachers for granted, and as people who know everything, while the students know nothing Freire.
The major contradiction of the banking education Freire depicts in the list of ten attitudes and practices of conventional education. We have already mentioned the two of these attitudes, when the knowledge is merely deposited into students, and when they are accepted by teachers as knowing nothing.
However, it is difficult to understand here, in what way the students are being thought of and how it relates to the discussed theoretical framework.
Does this mean that the students are thought about as merely the depositaries of knowledge? This assumption can be correct in the light of the already discussed issues. Obviously, the oppression about which Freire speaks is also reflected in the fact that students are not taken as the reasonable objects that are capable of analyzing and transforming this knowledge.
The oppression is noticed in the situation, when the students are not only constantly disciplined by their teachers, but when they also have to comply with the choices enforced by the teacher Freire.
Many of us remember the situations, when we had to work on the topic chosen by the tutor without any possibility to discuss or change it. The essence of these oppressors should be properly understood, and Freire makes special emphasis on this understanding: The oppression to creativity — this is the basis of the banking approach in education; Freire describes a simple example in adult education: Freire creates a distinct opposition between the banking education and problem-posing education.
He evidently supports problem-posing concept for its capacity to resolve the contradiction between the teacher and the students, when the teacher takes the position superior to that of students: As a result, the processes of education and development take place in constant interaction between the students and the teacher.
It is possible to suggest that Freire has gone beyond the traditional limits of discussion within the topic of education. We ourselves have become the witnesses of the situations, when teachers tended to emphasize their superior position towards us.
We also know how it hurts to understand that the teacher does not take us as equal. This may become a serious obstacle on the way towards understanding between the teacher and the student, and as a result, on the way towards effective education. Permanence and change are also used by Freire as the two determinants of banking and problem-posing education: Thus, permanence and change are the two basic determinants, one of which permanence determines banking education as oppressive towards change and creativity, and the other one change is the basic feature of beneficial problem-posing education.
The striking difference between the problem-posing and the banking concept of education is in the fact that, as Freire puts it, the banking concept does not allow the person thinking of his situation critically.
It rather imposes fatalistic perception of any life situation. The problem-posing approach, on the contrary, represents any situation as a problem, which needs analysis and solution. It is doubtless, that the banking concept is the expression of the educational oppression against those who seek creativity and personal development.
Despite the fact that Freire sometimes uses rather radical terms, his initial aim was to represent the current system of education as it was. Moreover, even understanding that we tend to introduce flexibility and problem-posing approached into education, there is still much to be done in order to totally eliminate banking approaches in education.
Works cited Beyer, L. Problems, Politics, and Possibilities. State University of New York Press, Pedagogy of the Oppressed.Critical Education Theory evolves from the wider discipline of Critical (Social) Theory, and looks at the ways in which political ideology shapes Education as a way of maintaining existing regimes of privilege and social control.
Homepage: kaja-net.com HOLISTIC EDUCATION: A NEW PARADIGM FOR TEACHING. Aim of Education: Personality Integration, Creative Intelligence and Enlightenment or 'Happiness'. Democracy and Education Schools and Communities Initiative Conceptual Framework and Preliminary Findings May 8, Disclaimer: This work has been submitted by a student.
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