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used to be dominated by a ‘banking system’ 

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used to be dominated by a ‘banking system’ 

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The praxis of freedom in education involves nurturing critical thinking skills and encouraging students to question, analyze, and understand various perspectives. It means creating an environment where diverse opinions are respected and debated. From this part, educators are not the authority side, every student can be encouraged to challenge themselves and do some critical thinking. rue freedom can only exist when everyone has access to quality education. The praxis of freedom in education involves ensuring that education is affordable and available to all, irrespective of their background. Education is not only the right for rich but for all people.

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dialectic of the ‘everyday’ and the ‘scientific’

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dialectic of the ‘everyday’ and the ‘scientific’

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We discussed our experiences of education in the past. Many had experienced the banking system of education. We also discussed that as teachers we often want to have a more dialogic approach to education, but are ourselves oppressed by systems of assessment/inspection. We wondered how we become change makers from the middle of an oppression sandwich? Can our learners liberate us through the power of their voices? Can we equip them to do this?

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in the role of teacher even if you are letting the students lead the discussion and the learning, if you have set the topic then you are setting the agenda and have the influence of your values and dominant discourses behind this - so what can appear to be more freedom is still oppressive

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Sometimes the "oppressor" is an awarding body/government/professional body. Sometimes it might be a parent who wants their child "filled up" with the appropriate knowledge to get into the next stage of their career or social group. Sometimes there are definite pieces of knowledge that are necessary e.g. for safety (if I am educating an electrician they must have the appropriate skills/knowledge so that they don't leave a house at risk of fire or electrical fault).

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There are several issues with the Banking education:

1. Neglect of individual differences: everyone has different ways of thinking, interests and learning abilities. However, in the Banking education, all students are treated as the same blank sheet of paper and need to receive the same amount of knowledge.

2. Neglect of student own initiatives: The Banking education pedagogy treats students as passive recipients of knowledge, ignoring their own experiences and thinking abilities. This approach tends to make students lack creativity and self-confidence.

3. Neglect of social and cultural contexts: Everyone is in a different social and cultural context, but in the Banking education, all students are treated as recipients of the same knowledge. This approach tends to ignore the social and cultural contexts in which students live, preventing them from truly understanding and applying what they learn.

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We discussed our experiences as teachers and as students as well. Students feel oppressed when teachers are the ones who set goals for them and concluded that, students need to set their own goals with the guidance of their teachers. Students are from different backgrounds, have diverse interest in their studies and hence feel quite oppressed when they have to follow a kind of "laid down" goals set by the teachers.

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From my perspective, students should have self-awareness in learning and collaborate together. For teachers, they can provide students with correct guidance and instructions when necessary, encouraging them to explore as many fields as possible and explore their limits. Through this approach, students and teachers learn and influence each other. I believe that in this model, no one is oppressed or oppressed, but rather spontaneous learners.

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I think this kind of oppression is divided into time and people. Some people are used to independent learning, so some supervision from teachers may be an invisible and unnecessary oppression for them. However, some people do not have good self-control and need supervision, so the existence of teachers is a driving force. At the same time, the end of the semester needs some stress due to exams, deadlines, etc. But the usual task can be relatively easy

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Oppressed education is mainly reflected in the fact that the oppressed lose their ability and rights to use their language and become one-dimensional individuals as described by Marcuse in the Frankfurt School, which exacerbates class solidification and makes it more difficult to cross class and overthrow oppression.

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Oppressed education is mainly reflected in the fact that the oppressed lose their ability and rights to use their language and become one-dimensional individuals as described by Marcuse in the Frankfurt School, which exacerbates class solidification and makes it more difficult to cross class and overthrow oppression.

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Education should not be a process of receiving knowledge passively. Banking model is not appropriate with current education system, more methods like critical thinking/... is necessary. The relationship between students and teachers should be interactive in a positive way without the conventional concept.

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Graff devalued the ability of the oppressed to perceive their opposition as a necessity to teach, while refuting the political nature of education, which states, that "minority groups" can be strengthened and built on a minimum" otherization of "privileged student experience" to help them imagine alternative disciplinary positions and various social projects.

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Although Paulo Freire in his book Pedagogy of the Oppressed recognizes the significance of revolutionaries and leaders, it also emphasizes that revolutionaries and leaders are also subjects of action and change. How to be "part of community action" is therefore what we as educational practitioners need to rethink.