Elliott 1 Teresa Elliott Professor Salinas English 205 14 February 2012 Literary Review: Pedagogy of the Oppressed Chapter

3 Pg. 87 Constitutive essential Strong words without action behind them are powerless True change begins as a word, turns into an action, and then transforms Without commitment behind your ideas for change, your words are nothing but idle chatter Pg. 88 Sometimes people become radical too quickly, without understanding their cause We create out world with actions and words, not one or the other Dialogue is essential to experiencing a legitimate human existence We must reclaim our right to dictate our world with our word

Pg. 89 True dialogue engages in critical thinking; a back and forth between teacher and student, rather than a one way act of depositing ideas

Elliott 2 Neither is dialogue an angry, radical act with the purpose of imposing personal truths onto others; you must claim your right to your own values and systems, but respect the right of others to do the same Dialogue is a liberating, creative act and should not be used to place others under submission Love should be present in dialogue, for love is a commitment to not only yourself, but to others as well Pg. 90 Love must empower, not seek to dominate if that is the case, then it is not love In order to end oppression, we must restore love across the world You must have a love of life, others and the world in order to engage in transformative dialogue Dialogue is composed of and promotes faith in humanity and our ability to change unjust circumstances Pg. 91 The dialogical man is aware of the duality of humans their ability to create, love, and transform their world, and also their tendencies to dominate and alienate others If faith in others is lacking, then one might see themselves as superior and wish to rule over them There is always hope when true dialogue is present for this dialogue is the embodiment of a humans power to change the reality of the world for we are the world Pg. 92

Elliott 3 We create our reality if we think, speak, and act in hopelessness, then our reality will be hopeless Pg. 93 True education exists in a setting where both teacher and student are aware of their cognitive roles; you cannot truly learn unless you are engaged It is the banking systems goal to create good humans who are limited; this system does not promote new ideas for thought or action Pg. 94 We cannot impose a system upon our laborers that we have created in order to turn them into good men citizens, because it strips them of their right to create and invent new systems Personal views of reality may not always be the best for everyone A humanist approach is to accept that together, in free thought, we can positively transform our world Hope is present because of thoughts and action, rather than idly waiting for change Nave thinking holds tightly to what is presented, and adapts to it Dialogue requires and creates critical thinking

Pg. 95 The goal should be to return people to their empowered state of humanity, rather than trying to get them to see things your way The task of a humanist should be to bring awareness to the state of oppression the oppressed are under

Elliott 4 The dominant wish for the oppressed to remain in submission, being filled with their ideologies Revolutionary leaders should not act as saviors, but as engaging, empowering, and open-minded leaders Pg. 96 Education should stimulate action Disconnected education (from reality) is pointless We are not meant to impose out beliefs onto our students, but rather engage in dialogue that triggers deep thought open to new viewpoints To communicate effectively, a politician or educator must have an understanding of who they are speaking to and in order to have that, they must engage in an open dialogue Pg. 97 Generative theme? Dialogical education recognizes that our reality is not only physical, but is composed of our thought and languages Pg. 98 Animals have not choice, no reason, or way to objectify the world they simply live in a constant present; one not challenged, but merely stimulated We as humans not only act, but we also reflect on what we have done Dialogue surrounding and within education is a practice of freedom Education should reflect the needs, goals, values, and wants of the people

Elliott 5 The human world holds a history which plays a major role in how we deal with the present We not only live, but we exist Animals cannot take on life, cannot construct or transform it; there is no expansion of their consciousness; the consist of their own present world Pg. 99 Our world is constantly being recreated by us A limitation is only as limiting as we make it As we separate ourselves from the possibilities of a limited situation, we find that we can rise above the reality given to us because, in truth, we can change our reality Pg. 100 Pg. 101 Pg. 102 Dualistic universe/opposing themes : irrational myths vs. critical transformation Milieu the atmosphere in which something occurs Thematic constituting a theme Humans produce not only material things, but also concepts, ideas, institutions, etc. We are constantly transforming, due to the constant use of tri-dimensionalized time Interacting themes? Animals are not aware of limit acts To animals, they are themselves and the world; they cannot dichotomize the two The ability to produce things not of our physical bodies separates us from the animals People are aware of not only themselves, but also the world around them

Elliott 6 Pg. 103 Pg. 104 When people lack a critical understanding of their reality, the cannot know that reality You need to have an understanding of the context of the world in order to separate elements, and in doing so gain a better knowledge and a clearer perception of the whole Pg. 105 Most humans see reality as concrete and never-changing Decoding abstract to concrete ones ability to see themselves in and outside of the situation Pg. 107 A change in perception can change ones view of reality Human emotions and energies are always occurring The danger in investigating human behavior is that the humans become objects of investigation Pg. 108 Investigating cannot be mechanical needs to have human influence behind it The investigation should focus on the total view of reality Must consists of communication and a shared knowledge of reality Critical consciousness opens new possibilities for our world Epochal/ Epoch new period of development Domination vs. liberation Limit situations reoccur in historically similar societies

Elliott 7 Pg. 110 Process of a good investigation Finding a learning space, collecting volunteers, collecting data of the area, and figuring out the process of investigating Pg. 111 Just because an investigator may have certain values or a belief system does not mean he wishes or will impose them onto anyone Pg. 112 No activity may be overlooked by these communities After each observation, the investigator should make a report Evaluations require a decoding by the investigators relaying how they perceived each particular report Pg. 114 Pg. 116 Gabriel Bode Any deviation from the code by the educator was treated by Bode with silence and indifference Some failed to understand the limitation they were placing on the students The investigators still hold their own perception of this reality, not that of the people Codifications to recognize and understand the peoples situation In this way, they can find successful methods of teaching Must approach reality in the right way, in order to unveil it for others Observe the culture of an area; moments in life

Elliott 8 Pg. 117 Bode found a way of submerging himself into another reality He was thus able to communicate very effectively with the culture he was surrounded by Pg. 119 In Frieres observations, he witnessed a forming of unions by the people Theres a realization that the banking system does not empower of bring truth, does not recognize the dialogical nature of education Pg. 120 Pg. 121 Pg. 123 Pg. 124 More culture = more variety for investigative teams to study Treat the students/learners as conscious, intelligent beings Present the educational program based on investigation Culture plays an essential role in the way one views their reality Once the breakdown of thematics is completed, next is codification It may be simple or compound Other items or materials may be needed Each investigator breaks down his theme In doing so, he will recognize the need for more meaningful themes The observations of previous teams can be found and used by new ones

Elliott 9 The important factor in liberating education is to empower people to feel like the masters over their lives and their ways of thinking An educational system which serves the pedagogy of the oppressed must be participated by the oppressed in order for them to be liberated Summary: True change begins as a word, turns into an action, and then transforms. Without commitment behind your ideas for change, your words are nothing but idle chatter. Dialogue is essential to experiencing a legitimate human existence, and true dialogue engages in critical thinking; a back and forth between teacher and student, rather than a one way act of depositing ideas. Dialogue is a liberating, creative act, and loving act, and should not be used to place others under submission. In order to end oppression, we must restore love across the world. There is always hope when true dialogue is present for this dialogue is the embodiment of a humans power to change the reality of the world for we are the world. The goal should be to return people to their empowered state of humanity, rather than trying to get them to see things your way. Education should reflect the needs, goals, values, and wants of the people, and stimulate action. Dialogue surrounding and within education is a practice of freedom. As we separate ourselves from the possibilities of a limited situation, we find that we can rise above the reality given to us because, in truth, we can change our reality. You need to have an understanding of the context of the world in order to separate elements, and in doing so gain a better knowledge and a clearer perception of the whole. In order to set up systems in which problem-posing education is in place, an investigation must occur in order to understand the cultures of the people wished to be taught. An educational system which serves the pedagogy of the oppressed must be participated by the oppressed in order for them to be liberated.

Elliott 10

Analysis: Strong words without action behind them are pointless. True dialogue can only exist when critical thinking is present and continually encouraged to engage in an ever-changing reality where action and words are essential for universal truth and liberation. Dialogue is not an angry, radical act with the purpose of imposing personal truths onto others; you must claim your right to your own values and systems, but respect the right of others to do the same. We must empower with love, not seek to dominate, for if that is the case, then it is not love. The dialogical man is aware of the duality of humans their ability to create, love, and transform their world, and also their tendencies to dominate and alienate others. Personal views of reality may not always be the best for everyone; the goal should be to return people to their empowered state of humanity, rather than trying to get them to see things your way. Education should reflect the needs, goals, values, and wants of the people and stimulate the people. When people lack a critical understanding of their reality, they cannot know that reality. The important factor in liberating education is to empower people to feel like the masters over their lives and their ways of thinking. Critical consciousness opens new possibilities for our world.