Pedagogy of the oppressed is one of the best books I have read this summer. This is a book review of sorts, though I do not highlight all aspects of the book. I only make reference to chapter 2.

1. The
Banking
concept of
Education.

2. Takeaways
& Quotes
From Paulo Freire’s book (Chapter 2)
A presentation by
Jorge Madrid, Founder,
Edutechnia.org
“To the oppressed,
and to those who suffer with
them and fight at their side.”
Paulo Freire

3. In the banking concept of education,
knowledge is a gift bestowed by those who
consider themselves knowledgeable upon
those whom they consider to know nothing.
Edutechnia.org

4. Education thus becomes an act of
depositing, in which the students are
the depositories and the teacher is the
depositor.
Edutechnia.org

5. The teachers
makes deposits
which the students
patiently receive,
memorize, and
repeat.
Edutechnia.org

6. It is not surprising that the banking concept of
education regards men as adaptable, manageable
beings. Edutechnia.org

7. The more students work
at storing the deposits
entrusted to them, the
less they develop the
critical thinking skills.
Edutechnia.org

8. The more completely they
accept the passive role
imposed on them, the less
creative they become.
Edutechnia.org

9. Attitudes and practices in the
banking education concept:
Edutechnia.org

10. The teacher teaches and
Edutechnia.org

11. the students are taught;
Edutechnia.org

12. The teacher knows
everything and
Edutechnia.org

13. the students know
nothing;
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14. The teacher thinks and the students
are thought about;
Edutechnia.org

15. The teacher talks and the
students listen –meekly;
Edutechnia.org

16. I must be quiet in class.
I must be quiet in class.
I must be quiet in class.
I must be quiet in class.
The teacher disciplines and the
students are disciplined;
Edutechnia.org

17. The teachers chooses and enforces
her choice, and the students comply;

18. The teacher acts and the students have the illusion
of acting through the action of the teacher. Edutechnia.org

19. The teachers chooses the program content,
and the students (who were not consulted)
adapt to it; Edutechnia.org

20. The teacher confuses the
authority of knowledge
with her own professional
authority which she sets
in opposition to the
freedom of the students; Edutechnia.org

21. The teacher is the
Subject of the learning
process, while the pupils
are mere objects.
Edutechnia.org

22. The capability of banking education to
minimize or annul the students’
creative power and to stimulate their
credulity serves the interest of the
oppressors, who care neither to have
the world revealed nor to see it
transform.
Edutechnia.org

23. Sooner or later students may perceive the
contradiction in which banking education seeks
to maintain them, and then engaged themselves
in the struggle for their liberation.
Edutechnia.org

24. But the humanist,
revolutionary educator
cannot wait for this
possibility to
materialize.
Edutechnia.org

25. From the outset, her efforts
must coincide with those of the
students to engage in critical
thinking and the quest for
mutual humanization.
Edutechnia.org

26. His efforts must be imbue with a
profound trust in people and their
creative power.
Edutechnia.org

27. To achieve this, teachers must be partners
of the students in their relation with them.
Edutechnia.org

28. Education must begin with
the solution of the teacher-
student contradiction so that
both are simultaneously
teachers and students.
Edutechnia.org

29. Reference:
The Continuum International Publishing Group Inc

30. Images: Microsoft Office Online
Image on Slide 1, and 9
http://www.asu.edu/clas/shs/aald/Pix/Thinking%20Man.jpg
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