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Purpose: To curate (collect) and explain quotes from the Freire reading that one might use in their essay. We're are not only increasing your own fund of knowledge but also helping create a communal fund of wisdom we can all use.

1. Within your groups, compose Padlet entries that state a quote from Freire's chapter two. Copy the quote exactly, providing the page number where you found the quote.

2. Follow up with your best translation of each quote, beginning with the phrase, "This quote means . . . "

3. For each quote, add a sentence or two beginning with the stem, "This idea is important because . . . "

Your audience is yourself and each other - so use everyday language to express what you think the quote means.

Please observe the format of the samples. If you can, find an image. But what's more crucial is your "This quote means . . . " and "This idea is important because . . . "

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STARTING LINE!

Groups 1/5: Problem Posing

Groups 2/6: Banking Model

Groups 3/7: Relevance/Real Life

Groups 4/8: Oppression/Freedom

Begin by picking and unpacking a quote from your group's assigned category. Then move to the next in the sequence. Attempt to get in at least three.

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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)

This quote means students aren't separate from the studies in class, or at least, shouldn't be considered divorced from what they are studying. As humans IN and PART of society, these liberation means being able to do what's right for society.

This is idea is important because it speaks to MLK, Jr.'s discussion about being smart AND having character. I believe we have to do more with education than use it to profit but do create a more just society.

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

This idea is important because teachers have to consider how to make their classrooms more about dialogue that lecture.

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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"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 quote 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.

This idea is important because students are supposed to be ready to participate actively in the world, not just observers from a distance, but as folks who are impacted by the problems of the world. Members of society can't just accept status quo when status quo isn't working - members need to be able to question and create

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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Anthony, Isa, and Mark

"Liberating education consists in acts of cognition, not transferrals of information."

This quote means that students are able to become more engaged in their education by utilizing critical and creative thinking, as well as being able to experience new things instead of having experiences "banked" onto them.

This idea is important because not only do we students learn concepts and structures but we also get to learn new ideas and make a deeper connection with the topic. We are also able to make our own opinions and share each other's learning instead of it being one way, it becomes a two-way structure of learning.

Aronson's Comment: Smart strategy to pick a short, meaty quote.  love, love the citation at the end of your "importance" section that speaks of the difference between what Freire calls "narration" and "dialogue." That seems to match what I've highlighted in the quote (transferrals), yes?

I would like to see in your explanation/translation for you to explain what "transferral of information" means, yes? That's a key phrase. Sounds like moving data from one place to another, which is what your phrase "one way/two way" suggests, yes? Is two-way dialogue about moving data from one head to another, or about evolving ideas, finding wisdom and insight?

Your post makes me think of the images discussed in Module Six, about the different student/teacher relationships that Freire notices. You'll remember that each model produces a different kind of relationship, and each relationship fosters a different kind of communication. Here's the link to the video of my "mini-lecture" about those relationships.

This brings me to a second point about explaining the quote - the word "cognition" isn't unpacked. Perhaps your readers might not know what it means. And even if they do, your "translation" should point out the significant terms. Cognition means reasoning, thinking, rationality - the capacity to "connect the dots." And that's what is shared in dialogue, no?

Your quote and discussion make me think about the difference between "transferring /information" and "transforming knowledge, about doing more than memorizing, but together using the shared wisdom to  . . . come up with shared solutions!

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Problem Posing

“In problem-posing education, people develop their power to perceive critically the way they exist in the world with which and in which they find themselves; they come to see the world not as a static reality, but as a reality in process, in transformation” (Page 9)

This quote means that problem-posing education involves critical thinking in which students do not need to focus on memorizing and absorbing information. Problem Posing education is the opposite of the Banking Model, it gives students the right of creativity and has the freedom to do so like the ability to think (critically and in Reality).

This idea is important because students are not limited and not trapped in their thoughts. It values the equality of authority between teachers and students and gives both the right to learn from one another.

Aronson's Note: I like the short, short, quote you've chosen! I particularly like it because of the words "transform" and the others that I've highlighted.

Your explanation would serve as a great introduction, super quick notes about Friere - perhaps when you introduce him and his work to the readers. Like the "Cliff Notes' you'd share before diving deep into the quote.

I want you to dig deeper into the actual words Friere uses in the quote you've picked.

1. Static Reality - never changing.

2. They (students) exist in the world - members of the world they are studying!

3. Reality in . . . transformation.

When we look at these phrases, we can see that Freire's problem-posing is about supporting students to CHANGE and EVOLVE the world (reality). That they, as part of the subject (the world they are studying) are capable and responsible for changing (fixing? improving?) the conditions under which they live (the world?)
The hopeful note is that Freire believes that the
the world isn't static (stuck, permanent, never-changing) - the world (culture, society, technology) evolves and grows and develops (and sometimes, devolves).

This quote makes me wonder, what happens when teachers treat knowledge/the world as something that never changes?

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“The students are not called upon to know, but to memorize the contents narrated by the teacher. Nor do the students practice any act of cognition, since the object towards which that act should be directed is the property of the teacher rather than a medium evoking the critical reflection of both teachers and students. Hence in the name of the ‘Preservation of culture and knowledge we have a system which achieves neither true knowledge nor true culture.”

This quote means students aren’t their own separate entity in banking education. Students are oppressed through this model of education since they’re enforced to follow the teacher’s guidelines rather than critically thinking about the material or being able to think creatively. This quote explains how the negative the banking model impacts student's mindset.

This quote is important because it explains how negative banking education is to students. Banking education doesn’t allow students to develop critical thinking skills and creative mindsets. It's important to spread the negative impact the banking model has on students, so that they could thrive and become functioning people rather than braindead and mindless robots.

Aronson's Response: Excellent choice for oppression/freedom. This quote ties together "banking" with "oppression," for sure. You put your finger on some of the important points in the quote: lack of critical thinking and creativity, and linking that to negative aspects.

What I'd like to see more of in the significance statements is WHY the lack of critical thinking/creativity is important. Why should society/individuals be concerned about being creative and critical (beyond personal expression). What makes "innovation" and "curiosity" and ability to critique important?

I also highlighted a couple of key phrases in the quote that might help - "preservation" suggests that knowledge and culture are permanent, concrete, never changing, never evolving. Basically, as if knowledge and culture is like an object that doesn't grow nor that the student actually shapes, changes, molds, and uses. Is culture and knowledge something like a rock or coin? Or is culture malleable, alive, evolving? Is knowledge something that exists outside students, or only within teachers? These questions point back to the highlighted section about "the teacher's property" - as if knowledge and culture is something the authority owns and the student doesn't, that we don't respect or honor students' knowledge or culture.

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"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" (2).

This quote means that teachers often use their own opinion on topics to teach their students. They believe that they have the upper hand authority over their students and this is why they do not allow for the personal opinion of each student. Teachers are resisting to hear the opinions of their students because they are holding back the students' freedoms of opinion. Teachers may believe that they have all of the knowledge on each topic they discuss and because of that is why they do not allow for the opinions of their students. This could be because they may think their students are unknowledgable and do not obtain the same opinions as them.

This idea is important because teachers should have consideration on how to make connections with each student on the topics in order to be successful. They should help their students comprehend each lesson and gain a better understanding of each topic. Teachers should learn to understand the students opinions on each topic that is discussed. It is also important for the students and teachers to gain a better understanding of each other's opinions.

Aronson's Notes: Super smart choice, team. And the image is super important - it echoes what Freire says about ensuring that educators value students' thoughts.

What I would like to see the significance statement do is explain why it is important for educators to value and honor students' thoughts. How does that respect prepare students to enter, participate, and lead? Perhaps it helps with "feeling good" (the affective/psychological domain). But how does valuing what students say fit into leadership and cognition (thinking, reasoning, connecting-the-dots)?

Perhaps another way to approach that question is to say what happens to students who learn or end up believing that their voices and experiences do not matter? What do students who believe their ideas don't matter end up doing or being when they graduate? Will they perpetuate the problems they face and that exist in the world, or will they have the "gumption/lakas ng loob" and creativity to solve problems my generation hasn't?

Super provocative questions that, if addressed in your discussion, will make a fantastic addition to your essay!

I've highlighted words that you use to explain themselves; that's a common error - using the word we are translating to say what it means - that's called a "tautology," like saying an orange tastes like an orange.

To level up your discussion, consider using synonyms or phrases when explaining important terms like "authority" and "knowledge" - using other words gives your reader more "on ramps" into your brain and hearts.

The word "authority" makes me think of the triangle graphic where the teacher is "on top," in a superior position to students who are "subordinate" or beneath. The relationship is "one up/one down.  Does that make sense? Dominant, important, powerful, expert - other synonyms to represent the "voice of authority." How about the position that students inhabit? Subordinate? Inferior?

Do the same with terms like "freedom" - and why is "freedom" important for students to experience in the classroom? How does that prepare them to work and thrive as graduates?

Super productive quote and lots of effort went into your discussion. Hope my notes help "skill up" your capacity to analyze the quote!

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Group 3:  Zyden, Caleb, Andres  ||     Relevance/Real Life 

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Group 3:  Zyden, Caleb, Andres  ||     Relevance/Real Life 

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"In problem-posing education, people develop their power to perceive critically the way they exist in the world with which and in which they find themselves; they come to see the world not as a static reality, but as a reality in process, in transformation. Although the dialectal relations of women and men with the world exist independently of how these relations are perceived (or whether or not they are perceived at all), it is also true that the form of action they adopt is to a large extent a function of how they perceive themselves in the world. Hence, the teacher-student and students-teachers reflect simultaneously on themselves and the world without dichotomizing the reflection from action, and thus establishing an authentic form of thought and action."

This quote means that with problem-posing education, students are able to get a better grasp at their identity, along with what they can contribute to the world while also having the knowledge to see their place in a bigger environment. They are able to place themselves in relation to other entities, giving them an understanding of what to grow and who to talk to further their development.

This idea is important because it relates to the identity of students, which is an issue that covers a sizeable portion of student's mental health. The Banking model of education strips students of their ability to develop their identity, leaving them lost and unable to hold an ambition or dream of finding their place in society.

Aronson's Notes: OMG. You folks took on a rich, rich BUT hella hard quote to unpack. Bold move, y'all! Love it! I highlighted the portion in your explanation/interpretation that captures the gist of Freire's point, which we see in several other quotes folks chose. Freire wants us to see that students are IN the world they are studying, that to split (dichotomize!) the "world students study" from the "world students' actually live ." To divide the two alienate the humans from ourselves, each other, and the world where we live.

I think your discussion goes awry when you focus on identity "slantwise" to what Freire is doing. He isn't using sex/gender to get us to interrogate sexism and our identity. Instead, he uses the difference between men and women to show that teachers and students are divided from each other in ways that don't reflect reality.

To be sure, men's experience and women's experiences (not to mention those who don't identify as either) are different - AND they are ALL human. They come to the planet with particular visions and experiences, but they aren't higher or lower than each other. Freire uses "sexism" - prioritizing men over women - as an example of how the education system prioritizes teachers OVER students. Teachers and students have different pieces of knowledge and different relationships to the world, that's for sure. Just as men and women do, too. Freire says those differences don't justify one being at the "top" of the pyramid and the other at the bottom.

He's using sexism as an analogy to understand the kind of "ism" or oppression that our school system enacts, making students' opinions, voices, and experiences subordinate to that of the teachers. We should not reverse the polarity, putting students on top, but that we should rethink the relationship between students and teachers. This is why Freire calls teachers "teacher/students," hoping to remind people like me that we are learning from students' perspectives, too.

More "dichotomizing" - Freire doesn't want us to divide thought/reflection from action/doing. For him, learning is a cycle that includes studying ideas, enacting those ideas, reflecting on what happened (reflection on our actions and the theory), and then trying again.

That cycle is known as "praxis" - the blending of cognition (thinking/theory), action/practice, and reflection (thinking about what we've learned and done to think and do better - MLK, JR? ). check out this youtube clip regarding "praxis" - it's for a graduate-level class in social work, but the material is super relevant to us.

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"Education thus becomes an act of depositing, in which the students are the depositories and the teacher

is the depositor. Instead of communicating, the teacher issues communiques and makes deposits which the students patiently receive, memorize, and repeat" (pg.1).

Meaning
This means that students are to be trusted to keep in mind what the depositors (teachers) of what they are depositing into students. It takes a while and works to get into the final result from inputting the principle task into the depositories, but once the transaction has proceeded the student will have a chance to be able to craft, brainstorm, and understand what has been given by the depositor.

Importance
This is important because we as students always be receiving an overload of works to be inputting it into our mindset to only result at the end that we can keep that skill to just only help us use those skills to benefit in reality. Teachers are here to feed you enough amount, to begin with towards the principle of reality or life. In return is to hopefully the students can share or relate to the same topic of what has been deposit into their heads. To observe to know what else has to be deposited.

Aronson's Notes: As with some of the other groups, you've selected a short, juicy quote that is at the heart of what Freire is saying, in this case, about banking model. Bravo. And the image is great - it shows that HUMAN puts something into an OBJECT.

I agree with you that often, we educators try to cram too much information into a short period of time. That's definitely a problem worth solving. I also like the portion in your discussion where you talk about students being able to share or relate to the topic, that which is being PUT into their heads.

You'll notice I've highlighted a couple of words/phrases in the quote and your response that are rich for interpretation and elaboration. To level up your discussion, consider the following:

Communication/Communique: As with poetry (and rap), when authors play with words, using words that sound the same to make a contrast, they are signaling something important. IN this case, though the words sound the same, they refer the contrast to "two-way dialogue" vs. "one-way messages." In this case, "communication" represents the back and forth between students and teachers (as you've said); "communique" is a one-way narration, a lecture without interaction. Make that more clear.

Perhaps this is what makes the ATM such a good example for "banking" - the machine doesn't really do much, passively accepting the money (knowledge) and not TRANSFORMING or using it. Transferring means moving from one place to the other; a relationship in a two-way discussion transforms, evolves, grows the shared body of knowledge. Props for using the word "transfer" in your discussion - perhaps the contrast to that is to "use, change, evolve, transform" ideas

This distinction between two-way and one-way makes me think about the kind of relationship behind those versions of instruction. Which model promotes the voice or knowledge of the teacher? Which model promotes the equality of voices, a recognition that students AND teachers have something important to add to the conversation? I'm thinking of the slides in Module Six that outline illustrates the difference between an "up/down" relationship and one that is more of a level playing field (link to the video). In the more "circular" relationship, both students and teachers work together to "connect the dots," recognizing that each of us has particular knowledge and experiences to bring to the dialogue.

So, while I agree with you about the LOAD being an issue, where and how does the relationship between students/teachers play into the quality of learning you experience?

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Relevance/Real life: Maurice and Princess

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Relevance/Real life: Maurice and Princess

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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. Because they apprehend the challenge as interrelated to other problems within a total context, not as a theoretical question, the resulting comprehension tends to be increasingly critical and thus constantly less alienated.

This quote means that problem-posing forces students to solve the problem while it is small before it becomes an emergency.

This idea is important because

Aronson's Notes: I hope you use this quote in your essay - and that others take advantage of your intellectual labor. This is a great, great quote to not only discuss problem pobing but to also speak to real life, which is what Freire (and you!)believe education should address.

As with other folks' explanations of quotes, I highlighted some of the key concepts that are central to the meaning of the passages. As for the key points, they should be "unpacked" when you explain that quote.

For instance, the word "alienated" is related to the phrase, "Students . . .problem relating to themselves in the world and with the world" are intimately connected. And that connection (like a rhyme in a poem or an alliteration) signal that the writer is saying something important.

Alienation means to separate, to make something alien. In this context, Freire is telling us that education that treats students as if they are "different" or separate from issues and realities of their lives (problems relating to themselves . . world) is BAD. Rather, when we have an education system that recognizes and values students' lives and experiences in the reality they live, they can bring their whole selves to solve the real-world issues they face.

Simply stated, sometimes the way we teach treats students as if the world we are studying is completely separate from the lived experiences of students' lives. When education values students' voices, concerns, problems, we help them to use school and education to be part of the solution, yes?

This makes me think of two poems: "Somewhere in America" and "No Child Left Behind." Can you connect the dots between the message behind both those poems and this particular passage? Or even the poem "Take-Home Final"? What are those poems doing or saying that may connect to "apprehending the challenges that face us."