English 200
Tuesday, 3-10-15 through Friday, 3-13-15
Tuesday, 3-10-15
In your notebook, write about the following quote:
“Education is the key to unlock the golden door of
freedom.”
--George Washington Carver
English 200
Tuesday, 3-10-15 through Friday, 3-13-15
Wednesday, 3-11-15
In your notebook, write about the following quote:
“A teacher in search of his/her own freedom may be
the only kind of teacher who can arouse young
persons to go in search of their own.”
- Maxine Greene
English 200
Tuesday, 3-10-15 through Friday, 3-13-15
Thursday, 3-12-15
In your notebook, write about the following quote:
“It is possible to store the mind with a million facts
and still be entirely uneducated.”
--Alec Bourne
English 200
Tuesday, 3-10-15 through Friday, 3-13-15
Friday, 3-13-15
In your notebook, write about the following quote:
“You are always a student, never a master. You have
to keep moving forward.”
--Conrad Hall
English 200
Tuesday, 3-10-15 through Friday, 3-13-15
Tuesday 3-10-14
Active Reading Day – Use the active reading handout
“The Banking Concept of Education,”
by Paulo Freire, pp. 62-67
English 200
Tuesday, 3-10-15 through Friday, 3-13-15
Wednesday 4-16-14
Reading Quiz
Discuss “The Banking Concept of Education”
English 200
Tuesday, 3-10-15 through Friday, 3-13-15
Wednesday 4-16-14
Reading Quiz
1. What must teachers surrender and students develop in order
for education to be effective?
2. How does Freire define the ideal teacher/student relationship?
3. According to Freire, what is the banking concept of education?
4. According to Freire, what place does inquiry hold in the
banking concept of education?
5. Freire speaks about teachers and students becoming “jointly
responsible.” Explain what he means by this.
English 200
Tuesday, 3-10-15 through Friday, 3-13-15
Wednesday 3-11-15
In 6 groups, do the following:
1)Summarize the paragraph
2) Identify the most important sentence/quote
3) State basic education truth
English 200
Tuesday, 3-10-15 through Friday, 3-13-15
Group 1: p. 63, “A careful analysis…” through “means for Brazil”
Group 2: p. 63, “Education thus becomes…” through “they educate
the teacher.”
Group 3: p. 64, “The raison d’être…” through “proscribes
communication”
Group 4: p. 64, “Yet only through…” through “in the name of
liberation.”
Group 5: p. 65, “Liberating education…” through “owned by the
teacher.”
Group 6: p. 62, “Freire’s education theory…” through “no real
knowledge is created.”
English 200
Tuesday, 3-10-15 through Friday, 3-13-15
Wednesday 3-11-15 and Friday 3-13-15
Discuss “The Banking Concept in Education”
Author Comparison/Contrast Chart
English 200
Tuesday, 3-10-15 through Friday, 3-13-15
Thursday, 3-12-15 – Meet in the Library
Precis – a concise summary of
essential points, statements, or facts.
Should include:
1. A description of the context of
the article
2. Who the author is and why he is
important
3. A summary of the article (at least
five sentences)
Who is the author of the text?
What was the work’s original
purpose?
What cultural factors might
have influenced the work?
What are some of the
author’s major concerns?
What larger conversation is
this text a part of?
What are the primary points
the authors makes in the
writing?
English 200
Tuesday, 3-10-15 through Friday, 3-13-15
Discuss “The Banking Concept in Education”
The Narrative Nature of Schooling
Teacher
Content
Students
English 200
Tuesday, 3-10-15 through Friday, 3-13-15
Discuss “The Banking Concept in Education”
The Narrative Nature of Schooling
Content
Teacher
Students
“The contents, whether values or empirical dimensions of reality, tend in
the process of being narrated to become lifeless and petrified” (63)
English 200
Tuesday, 3-10-15 through Friday, 3-13-15
Discuss “The Banking Concept in Education”
Narration Sickness
Teacher
or
Students
Dialectic - discussion and reasoning by dialogue as a
method of intellectual investigation
English 200
Tuesday, 3-10-15 through Friday, 3-13-15
Discuss “The Banking Concept in Education”
“Narration (with the teacher as narrator) leads students
to memorize mechanically the narrated content. Worse
yet, it turns them into ‘containers,’ into ‘receptacles’ to
be ‘filled’ by the teacher. The more completely she fills
the receptacles, the better teacher she is. The more
meekly the receptacles permit themselves to be filled,
the better students they are” (63).
English 200
Tuesday, 3-10-15 through Friday, 3-13-15
Discuss “The Banking Concept in Education”
The Banking Concept of Education leads to
“narration Sickness”
Teacher
Students
The depositing of
knowledge/skill into empty
receptacles
English 200
Tuesday, 3-10-15 through Friday, 3-13-15
Discuss “The Banking Concept in Education”
“The raison d’etre of liberation education, on the
other hand, lies in its drive towards reconciliation.
Education must begin with the solution of the
teacher-student contradiction, by reconciling the
poles of the contradiction so that both are
simultaneously teachers and students” (64).
English 200
Tuesday, 3-10-15 through Friday, 3-13-15
Discuss “The Banking Concept in Education”
Liberation Education
Teacher
Students
“The teacher’s thinking is authenticated only by the authenticity of
the students’ thinking. The teacher cannot think for her
students, nor can she impose her thought on them” (64-65)
English 200
Tuesday, 3-10-15 through Friday, 3-13-15
Discuss “The Banking Concept in Education”
What do you like about Freire’s ideas about
education?
List 5 positive characteristics of Liberation Education
English 200
Tuesday, 3-10-15 through Friday, 3-13-15
Discuss “The Banking Concept in Education”
What might be the problems with Freire’s ideas
about education?
List 5 problems with Liberation Education
English 200
Tuesday, 3-10-15 through Friday, 3-13-15
Discuss “The Banking Concept in Education”
Connect Freire with previous authors:
Comparison / Contrast
Seneca, Wollstonecraft, Primer, Douglass,
Al-Ghazali, Newman