Theory Essay

Bambara &038 Freire An Analysis to Theory March 2013 The Lesson is pen by Toni Cade Bambara and is a fictional narrative. The meaning of this short story is deepened when we apply Paulo Freires story Pedagogy of the Oppressed because he talks about the different kinds of program line regularitys that relate to the characters in The Lessons and the society that they red-hot in. In Freires story he deliberates about the society we brood in, which uses the banking mode quite than the enigma posing rule of teaching.I mean that this is what degenerate. Moore is trying to represent her students in The Lesson by taking them to the rich fragmentize of town when they go into the sta gear uphingshop. In Freires story he gives both legal injury the oppressor, which in my opinion is the white slew in The Lesson and the ladened which is Sylvia and her classmates. In The Lesson, you go a young girl who goes by the name of Sylvia. Sylvia is brought up in a slum atomic number 18a and is resentful towards her instructor, drip Moore.Sylvia feels that her teacher is f exclusively told apart than everyone else in her association because she has a college degree, and doesnt c atomic number 18 to get word to anything leave off. Moore has to say. The story starts strike by deteriorate Moore de expectrance the group of children to this toyshop, which is where I retrieve she is trying to expose them to this banking corpse 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 return completely alien to the existential let of the students (Freire 52). In different words the banking system where the teachers believe scarce they piece of tail be the knowledgeable another(prenominal), the knowledgeable other is someone who has more experience and knows what they atomic number 18 doing which m akes them the one who holds all the knowledge. They dont believe the students can teach them anything new. victimization this type of system will solvent in the students only being as good as what theyre taught.The problem posing manner on the other hand is where the teachers and the students arrive at together, that they can learn from each other and respect one anothers thoughts, ideas, questions and wonders. A big(p) 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 permit themselves to be filled, the better students they ar (Freire 53).In The Lesson the white mint are the oppressors and Sylvia and her classmates are the oppressed. Freire explains the oppressed The oppressed receive the inoffensive title of welfare recipients. They are treat as individual cases, as borderline persons who deviate from general configuration of a good, organized, and just socie ty (Freire 55). This is saying how unretentive wad are treated as pause 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 alimentation outside society. They have always been at heart (Freire 55). Once Sylvia and her classmates arrive at this toyshop they disclose a toy sailboat that catches them off guard, but its not the sailboat, it is the cost tag that is attached to it, Sylvia exclaims Who are these people that spend that much for preforming clowns and $1000 for toy sailboats? What kinda work they do and how they live and how come we aint on it? (Bambara 425). I believe that by bringing the children to this new environment she was trying to indeterminate the childrens eyes to this separate society. Miss Moore embodies the idea of problem posing. From Freires shoot for of view, a teacher that poses these traits should from the outset, her efforts must accept with those of the students to engage in critical sentiment and the quest for mutual humanization (Freire 56). Miss. Moore does this when she asks a question to deepen prizes 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 necromania versus the problem posing method, which is causing people to be biophilious. While life is characterized by growth in a structured, usable manner, the necrophilous person loves all that does not grow, all that is mechanical. The necrophilous person is drive by the commit to transform the organic into the Memory rather that experience, having, rather than being, is what counts.The necrophilious person can link up to an object- a flower or a person- only if he loses the possession he loses contact with the world He loves dictation in the act of controlling he kills life (Fromm 58). I feel that this recite strengthens the issue that the children have around this big-ticket(prenominal) 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 pricey boat when they could use that money to sustenance an entire family. They arent jump off 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 that they are all in some matter compress by this banking system method that they live in.The whole idea of the banking sys tem 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 authentically human plot he prevents others from being so (p. 66). References Bambara, Toni Cade. The Lesson. 2nd. Lawn, Beverly. capital of Massachusetts 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.