# data[].attributes.headline
Group Four: Bernardette, Frankie, Mayra.

# data[].attributes.subject
Group Four: Bernardette, Frankie, Mayra.

# data[].attributes.body
Liberation, a human phenomenon, cannot be achieved by semihumans. Any attempt to treat people as semihumans only dehumanizes them. When people are already dehumanized, due to the oppression they suffer.

# data[].attributes.body
The process of keeping people from viewing themselves as equal to a dominant group in order to maintain control.

-Group Four

# data[].attributes.body
The oppressors do not perceive their monopoly on having more as a privilege which dehumanizes others and themselves. They cannot see that, in the egoistic pursuit of having as a possessing class, they suffocate in their own possessions and no longer are; they merely have.

# data[].attributes.body
Biophily=growth. Necrophily= non-growth.

# data[].attributes.body
Dehumanization according to Freire:  is a distortion of the vocation of becoming more fully human. The struggle for humanization, for the emancipation of labor, for the overcoming of alienation, for the affirmation of men and women as persons would be meaningless. This struggle is possible only because dehumanization, although a concrete historical fact, is not a given destiny but the result of an unjust order that engenders violence in the oppressors, which in turn dehumanizes the oppressed.

# data[].attributes.body
Dehumanization is a process that oppressors use to prevent human beings form achieving the freedom to understand and change their conditions.

- Dehumanization Analysis in Pedagogy of the Opressed. Litcharts.com. Taken from web 1/19/2022

# data[].attributes.body
The ability to interact successfully with the physical environment

# data[].attributes.body
Promote education as the practice of freedom
Oppossed to domination
Promotes independency

# data[].attributes.headline
Necrophily_ Opression, Overwhelming control, nourished by death, Serves the interests of opressors.

# data[].attributes.subject
Necrophily_ Opression, Overwhelming control, nourished by death, Serves the interests of opressors.

# data[].attributes.body
Transforms students into receiving Objects.
Inhibits the creative power of people.
Domination and repression are exercised in the name of freedom , order, and social peace (the peace of the opressors).
Education indoctrinate students to adapt to domination.

# data[].attributes.headline
What we think Freire meant by the definition:

# data[].attributes.subject
What we think Freire meant by the definition:

# data[].attributes.body
That we as students are only allowed to listen.
Students are ONLY allowed to listen and receive information.
Teachers are the only ones to give and provide their knowledge or whatever they are needing to teach. There is no room for questions, changes, development, or input from students.

# data[].attributes.body
Someone who is necrophilous enjoys things to be in a cookie cutter setting, everything to be the same and does not show growth such as a mechanical setting. Oppression is part of this because it stumps growth and kills the intuition that one mighy have as a student. Biophily, on the other hand is the complete opposite. You embrace the idea of growth and things that are constantly evolving.

# data[].attributes.headline
Definition of term in our own words: becoming aware of your surroundings (your reality), and beginning to critically think about how you can change it. 

# data[].attributes.subject
Definition of term in our own words: becoming aware of your surroundings (your reality), and beginning to critically think about how you can change it. 

# data[].attributes.body
Based on the conversations he would have with the adults before hand that was what he base his lesson on

# data[].attributes.body
Karl Marx

# data[].attributes.headline
Page 104: "When carried out with a methodology of conscientizacao the investigation of the generative theme contained in the minimum thematic universe (the generative themes in interaction) thus introduces or begins to introduce women and men to a critical form of thinking about their world"

# data[].attributes.subject
Page 104: "When carried out with a methodology of conscientizacao the investigation of the generative theme contained in the minimum thematic universe (the generative themes in interaction) thus introduces or begins to introduce women and men to a critical form of thinking about their world"

# data[].attributes.body
The action and reflection of men and women upon their world in order to transform it.

# data[].attributes.body
In this sense, conscientization is a process that involves class consciousness, where ideology that perfuses daily life is, in many cases, impossible to acknowledge. ... For this reason, conscientization enables people to take ownership of their own reality in order to modify it.
Paulo Freire defines critical consciousness as the ability to intervene in reality in order to change it. ... The process of conscientization involves identifying contradictions in experience through dialogue and becoming part of the process of changing the world.

# data[].attributes.body
Instead of communicating, the teacher issues communiques and makes deposits which the students patiently receive, memorize, and repeat. This  is  the "banking" concept of education, in which the scope of action  allowed to the students extends only as far as receiving, filing, and storing the deposits.
Pg 72

# data[].attributes.body
Maria and Lydia

# data[].attributes.body
Definition: maintains and stimulates the contradiction through attitudes and practices which mirror oppressive society as a whole---Education thus becomes an act of depositing, in which the students are the depositories and the teacher is the depositor

(a) the teacher teaches and the students are taught;
(b) the teacher knows everything and the students know nothing;
(c) the teacher thinks and the students are thought about;
(d) the teacher talks and the students listen—meekly;
(e) the teacher disciplines and the students are disciplined;
(f) the teacher chooses and enforces his choice, and the students comply;
(g) the teacher acts and the students have the illusion of acting through the action of the teacher;
(h) the teacher chooses the program content, and the students (who were not consulted) adapt to it;
(i) the teacher confuses the authority of knowledge with his or her own professional authority, which she and he sets in opposition to the freedom of the students;
(j) the teacher is the Subject of the learning process, while the pupils are mere objects.

# data[].attributes.body
The opposite of the banking method, which posed the situation of the oppressed as inevitable and inescapable, problem posing education frames the situation of the oppressed AS the problem, then uses education to defeat that problem.

# data[].attributes.headline
Group: Priscilla, Marlene, Makenzie, Jason

# data[].attributes.subject
Group: Priscilla, Marlene, Makenzie, Jason

# data[].attributes.body
Problem-Posing education does not and cannot serve the interests of the oppressors. This method of teaching emphasizes critical thinking for the purpose of liberation. Hence "problem-posing" literally means problems will arise from the oppressors.