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A pedagogy is a set of methods and practices for teaching. In academic settings, the term refers to the broader study of educational practices; it can include discussions of how students learn, how teachers interact with their students, and how different types of teaching create different classroom environments.
Pedagogy Quotes in Pedagogy of the Oppressed
The Pedagogy of the Oppressed quotes below are all either spoken by Pedagogy or refer to Pedagogy. For each quote, you can also see the other terms and themes related to it (each theme is indicated by its own dot and icon, like this one:
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Preface
Quotes
Thought and study alone did not produce Pedagogy of the Oppressed; it is rooted in concrete situations and describes the reactions of laborers (peasant or urban) and of middle-class persons whom I have observed directly or indirectly during the course of my educative work.
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Chapter 2
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For apart from inquiry, apart from the praxis, individuals cannot be truly human. Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other.
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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…In this view, the person is not a conscious being (corpo consciente); he or she is rather the possessor of a consciousness: an empty “mind” passively open to the reception of deposits of reality from the world outside.
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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 beings, and consciousness as consciousness intent upon the world. They must abandon the educational goal of deposit-making and replace it with the posing of the problems of human beings in their relations with the world.
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Chapter 3
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One cannot expect positive results from an educational or political action program which fails to respect the particular view of the world held by the people. Such a program constitutes cultural invasion, good intentions notwithstanding.
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The starting point for organizing the program content of education or political action must be the present, existential, concrete situation, reflecting the aspirations of the people. Utilizing certain basic contradictions, we must pose this existential, concrete, present situation to the people as a problem which challenges them and requires a response…
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Pedagogy Term Timeline in Pedagogy of the Oppressed
The timeline below shows where the term Pedagogy appears in Pedagogy of the Oppressed. The colored dots and icons indicate which themes are associated with that appearance.
Preface
...the oppressed, but instead they fight in solidarity with the oppressed. Because of this, the “pedagogy of the oppressed” that Freire will discuss in Chapter 1 can only be effected by...
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Chapter 1
...beliefs and ideas that hinder their freedom. For Freire, this becomes the role of a “pedagogy of the oppressed”: to help the oppressed critically examine the nature of oppression, and take...
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...oppressive system, more will be spurred to take action against it. For this reason, a pedagogy that helps create freedom should let oppressed people take the lead in deciding what’s best...
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A pedagogy of the oppressed, for Freire, is designed to help people regain their humanity. A pedagogy...
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A key part of the first stage of Freire’s pedagogy involves understanding the consciousnesses of oppressors and oppressed people, and especially the inner conflicts of...
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...consciousness, noting that oppressed people often feel alienated from society and undervalue themselves. An effective “pedagogy of the oppressed” should rely on the knowledge and experiences of oppressed people, even if...
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...come to their own conclusions. Freire argues that political leaders should approach liberation in a “pedagogical” way, since educational methods can be used to shift how oppressed people think. However, if...
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Chapter 2
...presumes that the people who don’t have power are ignorant. Freire then asserts that his pedagogy, which aims to help oppressed people become free, must change the contradictory relationship between teachers...
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In stark contrast to “banking,” a “problem-posing” pedagogy is based on communication and dialogue, and it fosters human freedom. It transforms the relationship...
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Chapter 3
...and critical thinking comes from the drive to change reality. Within the context of his pedagogy (the “problem-posing” model), Freire says that dialogue begins when the educator decides what he/she will...
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...which helps them begin to take action in the world. Like other parts of Freire’s pedagogy, it requires dialogue and mutual trust between everyone involved.
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