Theory Essay

Bambara & Freire An summary to Theory March 2013 The Lesson is written by Toni Cade Bambara and is a fictional narrative. The signifi rotterce of this brief grade is deepened when we apply Paulo Freires spirit level direction of the Oppressed because he dialogue about the different kinds of teaching methods that match to the characters in The Lessons and the society that they live in. In Freires report he deliberates about the society we live in, which uses the banking method sooner than the business comprise method of teaching.I deal that this is what Miss. Moore is try to show her students in The Lesson by taking them to the rich character of town when they go into the chat upshop. In Freires story he gives two terms the oppressor, which in my opinion is the tweed pack in The Lesson and the laden which is Sylvia and her classmates. In The Lesson, you meet a young girl who goes by the micturate of Sylvia. Sylvia is brought up in a slum atomic number 18a area a nd is resentful towards her teacher, Miss Moore.Sylvia feels that her teacher is better than every unitary else in her community because she has a college degree, and doesnt care to listen to anything Miss. Moore has to say. The story starts off by Miss Moore convey the group of children to this toyshop, which is where I rely she is trying to expose them to this banking scheme concept, to show them what is unconventional with their society. The banking system concept is when the teacher dialogue about reality as if it were motionless, static, compartmentalized, and predictable.Or else he expounds on a topic altogether alien to the existential experience of the students (Freire 52). In other words the banking system where the teachers moot tho they can be the internal other, the knowledgeable other is soulfulness who has much experience and knows what they are doing which makes them the one who holds all the knowledge. They dont believe the students can teach them anythin g tender. Using this reference of system will result in the students only be as good as what theyre taught.The problem posing method on the other hand is where the teachers and the students work together, that they can learn from each other and respect one a nonhers conceits, imaginations, followingions and wonders. A great example of the banking method that Freire writes is the more than completely she fills out the receptacles, the better a teacher she is. The more meekly the receptacles abide themselves to be filled, the better students they are (Freire 53).In The Lesson the white people are the oppressors and Sylvia and her classmates are the ladened. Freire explains the oppressed The oppressed receive the euphemistic agnomen of welfare recipients. They are treated as individual cases, as marginal someones who amuse from general configuration of a good, organized, and only society (Freire 55). This is saying how poor people are treated as break-dance people in soc iety. The students in The Lesson did not know they were seen as this separate part of society.According to Freire he doesnt believe this is the case, he sees everyone as equals The oppressed are not marginal, are not people living outdoor(a) society. They have always been inside (Freire 55). erstwhile Sylvia and her classmates arrive at this toyshop they strike a toy sail ride that catches them off guard, precisely its not the sailboat, it is the price whit that is attached to it, Sylvia exclaims Who are these people that make pass that much for preforming clowns and $1000 for toy sailboats? What kinda work they do and how they live and how catch we aint on it? (Bambara 425). I believe that by bringing the children to this new environment she was trying to open the childrens eyes to this separate society. Miss Moore embodies the idea of problem posing. From Freires point of view, a teacher that poses these traits should from the outset, her efforts must coincide with those of the students to contain in critical thinking and the quest for mutual humanization (Freire 56). Miss. Moore does this when she asks a motility to deepen Sugars thought about why adults would play with a kids toy.A great nonliteral description between the two methods that Freire uses, quoting Fromm is that the banking system causes people to be necrophilia versus the problem posing method, which is causing people to be biophilious. While liveliness is characterized by egression in a structured, functional manner, the necrophilous person loves all that does not grow, all that is mechanical. The necrophilous person is drive by the desire to commute the organic into the Memory quite an that experience, having, rather than being, is what counts.The necrophilious person can related to an object- a flower or a person- only if he loses the possession he loses amour with the world He loves control in the act of controlling he kills life (Fromm 58). I feel that this quote strengthens the telephone number that the children have around this expensive boat. In my point of view the children are more biophilious, this is backed up when it shows that they do not see the importance of an expensive boat when they could use that money to feed an broad(a) family. They arent bound by mercantile items.During The Lesson you read about Sylvia getting nauseated at her friend Sugar for amiable in conversation with Miss Moore regarding the toy sailboat. This displays that Sylvia is unintentionally still bound by the banking system because if they were in the problem posing method this would be seen as libellous to one anothers learning. You notice that Miss Moore is trying to get the students to critically think for themselves in a problem-posing manner, nevertheless it is apparent that they are all in some matter constricted by this banking system method that they live in.The intact idea of the banking system with the roles of the oppressed and the oppressor is that it simoleons people from becoming fully human, as Freire says no one can be authentically human while he prevents others from being so (p. 66). References Bambara, Toni Cade. The Lesson. 2nd. Lawn, Beverly. Boston Bedford/St Martins, 2004. 419-427 print. Freire, Paulo. Pedagogy of the Oppressed. Rev edition. Trans. Myra Bergman Ramos. Continuum/New York, 1995. 52-67 print.