Theory Essay

Bambara & Freire An Analysis to Theory March 2013 The Lesson is written by Toni Cade Bambara and is a fictional narrative. The significance of this short story is deepened when we apply Paulo Freires story Pedagogy of the Oppressed because he talks about the antithetical kinds of learning methods that relate to the characters in The Lessons and the society that they live in. In Freires story he deliberates about the society we live in, which uses the banking method kind of than the problem posing method of teaching.I believe that this is what Miss. Moore is act to show her school-age childs in The Lesson by taking them to the rich part of town when they go into the toyshop. In Freires story he gives two terms the oppressor, which in my reliance is the white masses in The Lesson and the suppress which is Sylvia and her classmates. In The Lesson, you meet a young girl who goes by the name of Sylvia. Sylvia is brought up in a slum argona and is resentful towards her instructor , Miss Moore.Sylvia observes that her teacher is better than every cardinal else in her community because she has a college degree, and doesnt c atomic number 18 to listen to anything Miss. Moore has to say. The story starts tally by Miss Moore carry the group of children to this toyshop, which is where I believe she is try to expose them to this banking system concept, to show them what is wrong with their society. The banking system concept is when the teacher talks about reality as if it were motionless, static, compartmentalized, and predictable.Or else he expounds on a topic on the whole alien to the existential experience of the students (Freire 52). In former(a) words the banking system where the teachers believe and they can be the well-read other, the knowledgeable other is someone who has more experience and knows what they atomic number 18 doing which makes them the one who holds all the knowledge. They dont believe the students can teach them anything new. Using this type of system will result in the students only universe as good as what theyre taught.The problem posing method on the other hand is where the teachers and the students sour together, that they can learn from each other and respect one others thoughts, ideas, pursuanceions and wonders. A great example of the banking method that Freire writes is the more completely she fills out the receptacles, the better a teacher she is. The more meekly the receptacles tolerate themselves to be filled, the better students they are (Freire 53).In The Lesson the white community are the oppressors and Sylvia and her classmates are the oppressed. Freire explains the oppressed The oppressed receive the euphemistic title of welfare recipients. They are treated as individual cases, as marginal persons who deviate from ecumenical configuration of a good, organized, and just society (Freire 55). This is saying how poor people are treated as bump people in society. 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 remote society. They have always been inside (Freire 55). Once Sylvia and her classmates arrive at this toyshop they bank note a toy sailboat that catches them off guard, but its not the sailboat, it is the price tag that is attached to it, Sylvia exclaims Who are these people that spend that much(prenominal) for preforming clowns and $1000 for toy sailboats? What kinda work they do and how they live and how acclaim 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 occlusive of view, a teacher that poses these traits should from the outset, her efforts must coincide with those of the students to engage in critica l thinking and the quest for mutual humanization (Freire 56). Miss. Moore does this when she asks a question to deepen Sugars thought about why adults would play with a kids toy.A great metaphoric 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 life is characterized by growth in a structured, working(a) manner, the necrophilous person loves all that does not grow, all that is mechanical. The necrophilous person is drive by the desire to transform the organic into the Memory rather 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 contact with the world He loves understand in the act of controlling he kills life (Fromm 58). I feel that this quote strengthens the issue 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 use up an entire family. They arent bound by materialistic items.During The Lesson you read about Sylvia getting mad at her friend Sugar for engaging 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 harmful 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, but it is apparent(a) that they are all in some matter constricted by this banking system method that they live in.The whole idea of the banking system with the roles of the oppressed and the oppressor is that it stops people from becoming fully human, as Freire says no one can be aut hentically 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.