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Several students wrote about the students ability to learn without teachers. I agree. However, let me gently push back on that idea. Can you locate quotes in either Freire or Woodson where they speak to the what they say about "teachers-being-on-top"? What might we do about that hierarchy, i.e., "one on top of the other"?

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"But one does not liberate people by alienating them . Authentic liberation -the process of humanization -is not another deposit to be made in men . Liberation is a praxis :the action and reflection of men and women upon their world in order to transform it ." (page 79)

Aronson's Notes: "Alienation" means making one strange to him or herself, separating someone from their humanity. And by "praxis",  is the cyclical process of action (concrete behavior) theory (abstract) and reflection. How What would Woodson say about Freire's quote?

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"Students as they are increasingly posed with problems relating to themselves in the world and with the world will feel increasingly challenged and obliged to respond to that challenge"

This means that students learn about all they need to know about world around them and what to do when challenges arise and how to face those challenges.

Aronson's note: I'm thinking about the Freire's use of the word "obliged" - he's also saying that if we are truly educated and have the skills to face real world problems, we have a duty - an obligation - to make the world a better place.  The challenge, then, is a dare, a call to action for those of us who are learning to be about the work of uplift and liberation. It goes together like "hip" and "hop" as KRS One said.

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"The "humanism" of the banking approach masks the effort to turn women and men into
automatons-the very negation of their ontological vocation to be more fully human." page 74 last sentence

This means that the banking mode forces people to no longer think for themselves and to only follow a certain system.

Aronson's Note: Wonderful. Clarify the term "system". If you were Carter G. Woodson, what system would he think Freire was talking about? And i don't just mean "education" system, but what kind of education system. The phrase "negation of their ontological vocation" means that the banking mode goes against the "why" of being human, the purpose/job of humanity. How would he connect his book The Mis-Education of the Negro with Freire's idea about banking mode?

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"It turns them into "containers," into "receptacles" to he "filled" by the teacher. The more completely she fills the receptacles, the better a teacher she is " P.72

The students are getting filled with information from the teachers and are forced to memorize the information.

Aronson's Notes: How useful is the information being "force fed" to students in the banking mode? Is this in someway "quonnected" to The Mis-Education of the Negro?

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"And since people 'receive' the world as passive entities, education should make them more passive still, and adapt them to the world. The educated individual is the adapted person, because she or he is a better 'fit' for the world". (76)

This means that passive education creates passive people. Most economical models need workers who are obedient who are ready to do what they are told without any objection to it. If people believe that they do not have the ability to think, differ, question, or change, they move on through life unflinchingly.

Aronson's Notes: I like where you are going here . . . I wonder about the quonnecting your ideas to the poem "No Child Left Behind".  One of the points was that the way students were treated signaled to students what authorities thought about them, about their place. Put differently, how did the way schools treated help students learn to be obedient? And how did treatment encourage creative, critical thinking?

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"The students are not called upon to know, but to memorize the contents narrated by the teacher. ... Hence in the name of the 'preservation of culture and knowledge' we have a system with achieves neither true knowledge nor true culture". (80)

This means that banking mode of education only teach students to memorize and not to know or understand what is been taught thereby providing clueless citizens.

Aronson's Note: Nice. You note memorizing, which is a key trait of banking. But what about relevance, where does relevance fit into the mix? And given your point about "clueless citizens",  how this quote "quonnected" to The Mis-education of the Negro?

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Instead of communicating, the teacher issues communiques and makes deposits which the students patiently receive, memorize, makes deposits
which the students patiently receive, memorize, and repeat." P.72

This means the teachers methods don't benefit the student in any way.

Aronson's Notes: I like this quote - a lot. Freire contrasts "communication" & "making deposits". For him, what's the difference between the two? To what sense of the word "communication" refer? Which one means "lecture" and which means "dialogue" And why's that difference important to him? Answering those questions will help strengthen this paraphrase oh, so much!

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"Problem-posing education does not and cannot serve the interests of the oppressor" (86)

Problem-posing education can benefits the students and teachers

Aronson's Note:  A stronger paraphrase would say "how" problem-posing helps students and teachers to dismantle oppression. How does problem posing education fight oppression; in contrast, how does banking mode promote oppression? And if the oppression of the banking mode is like a jail that imprisons minds, then what do those who espouse (believe) the problem posing mode think of minds?

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"Worse yet, it turns them into 'containers,' into 'receptacle' to be 'filled' by the teacher. The more completely she fills the receptacles, the better a teacher she is. The more meekly the receptacles permit themselves to be filled, the better students they are". (72)

This means teachers aren't comfortable with engaging students in dialogue and debate in the classroom; it is much easier to control students if they aren't responsible for their own learning.

Aronson's Note: I wonder about being more more descriptive. How might banking mode visualize student learning? of Are students' heads empty containers, receptacles. This way of thinking gives us (students and teachers!) the illusion that knowledge only comes from outside the students, as if students don't already have funds of knowledge.

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"Banking education treats students as objects of assistance; problem-posing education makes them critical thinkers" P.83

When we think about objects we think of property, and the banking mode treats students as hollow objects.

Aronson's Note: Yes! Think of "object" as a thing. And the words "assistance" points to the idea that these objects are inert, helpless. That's in contrast to the "critical thinker" who come from problem-posing environments. And one of the ways we can dehumanize a people is to alienate (separate) them from their history.

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" The banking concept of education, which serves the interests of oppression, is also necrophilic. Based on a mechanistic static, naturalistic, spatialized view of consciousness, it transforms students into receiving objects" Pg. 77

This means that the teachers are attracted to the "dead students' and in this social space students are aware of their surroundings and therefore become objects.

This connects to Woodson because slaves were dead mentally and had to conform to their social space because if they didn't then they would be punished which made them objects used for labor.

Aronson's Notes: Great find, "Team Oppression".  I follow your line of thinking. My only push back is that enslaved Africans were treated as if they were mentally dead. They were not. Indeed, think about how smart they had to be in order to survive. Your choice also made me think of Woodson's quote how an mind, once controlled by someone/something else, keeps itself oppressed.

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"Implicit in the banking concept is the assumption of a dichotomy between human beings and the world: a person is merely in the world, not with the world or with others; the individual is spectator, not re-creator". (75)

This means that not holding students accountable for their learning and teaching them in a mode that doesn't involve questioning or developing real world applications leaves them watching life pass by instead of living.

Aronson's Note: Yes. One one side of the divide are spectators, watching life. On the other is problem posing, made up of folks who can rebuild, redesign or repair our broken world  I think "recreate" here means to build anew something that is broken - the problems of our lived reality.

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"The problem-posing method does not dichotomize (turn into two groups; separate) the activity of the teacher-student: she is not "cognitive" at one point and "narrative" at another" (80)

This means the teacher and student isn't separated the learning, they learn from one another

Aronson's Note: Yes! What you've say reminds me of the difference between "abstract theory" and "concrete reality". Is that what Freire wants us to do, to somehow figure out how to make theory reflect/work directly with the lived reality of students?

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"Those truly committed to liberation must reject the banking concept in its entirety , adopting instead a concept of women and men as conscious being, and consciousness as consciousness  intent upon the world ." (page 79)

This means that those who truly want to be be free have to let the concept of banking mode go, and realize that students can think for themselves and they can bring consciousness to the world without the teachers.

Aronson's Notes: Yes! Love this idea. I wonder how you could paraphrase the "banking mode" how you could express it without using the name again? What synonymous phrase could we compose that means pretty much the same thing?

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" . . . changing the consciousness of the oppressed not the situation which oppresses them, for the more the oppressed can be led to adapt to that situation, the more easily they can dominates"" Pg. 74

This means that oppressors don't believe in changing the system they believe in changing the minds.

This connects to Woodson because slave owners manipulated slaves minds to believe that they had some freedom  will but in reality they didn't have any and there wasn't much change in the system.

Aronson's Note: Yes. If the-powers-that-be "install" their mindset into the oppressed, the oppressed will objectify themselves. How might this be related to Panopticonism?

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" . . . problem-posing education involves a constant unveiling of reality" (81)

This means problem posing makes a person dive deeper into the subject on hand.

Aronson's Notes: You've put your finger on an important quote. I wish there were more! What image does "unveiling of reality" suggest? To remove that which blinds us of the world? how is this unveiling (opening our eyes, "getting woke") different from the kind of learning that happens in banking modes of education?  The statue in the photo is a memorial to Booker T. Washington called "Lifting the Veil of Ignorance". It's at Tuskegee University.

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"The truth is however, that the oppressed are not "marginals",  are not people living "outside" society. They have always been "inside"-inside the structure which made them "beings for others"" Pg. 74

This means they aren't on the outside by choice the inside structure forced to them to be on outside.

This connects to Woodson because he believed that black people were oppressed because of the circumstances they came from (slavery) so that's why they were oppressed and were made "beings for others"

Aronson's Notes: This is kind of a tricky move that Freire makes. He's saying that yes, folks are marginalized. They are "set aside" or "put to the side", certainly, But the marginalized aren't fuller outside the system. Indeed, as you say later, enslaved Africans were part of the system. Indeed, the system required slavery, As the image suggests, marginalized hold up the system. That's the point you make in your quonnection. Enslaved Africans were considered outside humanity.  Still, these dehumanized objects are necessary for the system to operate. And as part of the system, as oppressed as they are, they have funds of knowledge, wisdom, and experiences that are invisible to those closer to the top of the pyramid.

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"It is not surprising that the banking concept of education regards men as adaptable, manageable beings. The more students work at storing the deposits entrusted to them, the less they develop the critical consciousness which would result from their intervention in the world as transformers of that world". (73)

This means that the more information is dumped onto students, the more they feel themselves to be objects in the world rather than beings that can interact with and change the world.

Aronson Notes: Yes! If banking treats students as things/objects to be molded and managed, problem posing treats students as capable of thinking and solving the questions from their own reality. And this quote makes me think about the difference between "school" and "education" from Suli Breaks' poem (and this quote by Carter G. Woodson).

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"Indeed, problem-posing education, which breaks with the vertical patterns characteristic of banking education, can fulfill its function as the practice of freedom only if it can overcome the above contradiction" (80)

This means comparing problem-posing to the banking method and how banking is teacher teaches and the students learns, and however in problem-posing the teacher and student can teach each other

Aronson's Notes: Remember this image? Does this help with the concept you are trying to explain? Does the pyramid reflect the "up and down" verticalness to which Freire refers?

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" Education as the exercise of domination stimulates the credulity of students, with ideological intent (often not perceived by educators) of indoctrinating them to adapt to the world of oppression) Pg. 130

This means that education operates on taking over students minds it makes them think oppression is normal.

This connects to Woodson because he believed that when black people became educated they tried to separate themselves from their own kind and integrate with white people.

Aronson's Notes: I like where you are going with the quonnection, Why is it that the mis-educated negro attempts to denigrate other Black people? How would Freire explain how it is that some educated Black Folk try to distance themselves from people of their race?