Pedagogy of the oppressed
Wylie's essay on Freire's text heavily examines the inequity and social disruption between classes. The marxist scholar analyzed the turbulent relationship between oppressor and oppressed andproliteriet versus bourgeois. The conflict at hand revolves around keeping the common man submerged in ideology, smothering him from breathing the air of reason "And the more the opressors control the oppressed, the more they change them into apparently "inanimate" things." although a call for revolutionizing our predisposed way of thinking is imperative in altering a skewed society, Wylie skepticism of an organization in action derives from the inner oppressor within the oppressed and self induced imprisonment "A person who does not think (and think critically) about social and political reality but simply accepts it is thereby participating in the world in a way which has been organized for him by others". Dormant minds are susceptible to emphasized jargon, so information tailored by a dominant socioeconomic class structure zombify those tethered to the system to taste the nector of an artificially sweetened cup of liberation "individuals will stubbornly remain individuals however much you designate this as their having imbibed too much oppressor consciousness." These generic notions tie together to Wylie's more pungent assessment of marxist theory entailed in education. In other words, the great struggle between banking education and problem-posing education is heavily stressed.
Between the two, banking education is seen as a structured norm in the western world. Under this operation, the classroom is a totalitarian wasteland. The student is seen as an object or empty vessel that serves to sponge up narration and content that is out of touch with reality and disconnected from serious issues. A lapse between education and information is demonstrated. Knowledge is objectified to the point where repetition and reiteration serve as a intellectual currency, giving this supposed knowledge power "The teacher presents himself to his students as their necessary opposite; by considering their ignorance absolute, he justifies his existence." While problem posing education focuses on the mutual growth of subjects who work towards a common goal in the name of worldly stimulation and enlightenment, the teacher is the proprietor of an indoctrinated rabble, fillings faceless heads with shallow dispositions to keep the intact gears turning.Acknowledging the student as a contributing member of society than a number is at the root of problem posing education "The teacher is not an absolute authority on the subject and the students are able to make a valid contribution. As such the humanity of the students is valued; in that their truth as inquiring beings is engaged not stifled."
I'll cite my sources like a regular source citer, and say that the well drawn hand is a product of my esteemed colleague Ben LePage. Everything that's not that is my work that demonstrates face value marxist theory in comparison to the realms of education. On our left, the proletariat scamper around, frantically selling their built up labor to capital. From a higher elevation, faceless bourgeois dump a round of chump change on the people who control the means of holding up the staggering weight of the oppressors. the picture to the right is more relevant to the banking education versus problem posing education. A stifling hand beckons for the undying attention of mere proponents to a alleged greater good. Through the door, ordinary people are wired up to "think for themselves". This sugar coated expression really aims to devalue critical thinking and to inflame an orchestrator agenda conducted by elitists "The oppressive order is a "free society", all persons are free to work where they wish, that if they don't like their boss they can leave him and look for another job, the myth that the street vendor is as much an entrepreneur as the owner of a large factory; education is the path for inclusion for all- when in fact it is shaped like a pyramid and only a small fraction actually get to the top and so on."