well this was hell.

· Page 69, paragraph 2
o Freire is saying that teachers make students memorize content which turns them into containers waiting to be filled. The more the student is filled, the better teacher one is said to be. Freirs is looking down on this though, and one can infer that he thinks that this is not a good way to teach. Therefore, as a future teacher, I will know that I shouldn’t just fill my student’s mind with useless information, but have them know the true meaning of the content, and to think about what they are learning.
o “Narration (with the teacher as narrator) leads the students to memorize mechanically the narrated content. Worse yet, it turns them into “containers,” into “receptacles” to be “filled” by the teacher. The more meekly the receptacles permit themselves to be filled, the better students they are.”
· Page 70, paragraph 1.
o Freire explains aspects of the “banking process.” in there he talks about how the teacher chooses how the student learns and what programs they use without consulting his students. The students are then forced to follow it. He looks down upon not consulting students about how they are taught and the programs that are used. Freirs suggests that teachers inform and consult their students about their learning.
o “ h. The teacher chooses the program content, and the students (who were not consulted) adapt to it;”
· Page 72, paragraph 3.
o Freire emphasizes that a teacher needs to communicate with their students, because the teacher cannot think for their students, they need to start thinking for themselves.
o “The teacher cannot think for his students, nor can he impose his though on them. Authentic thinking, thinking that is concerned about reality, does not take place in ivory tower isolation, but only in communication.”
· Page 72, paragraph 4.
o The author says that it is bad to produce “necrophily.” You do not want a student or person to want everything mechanical, and want no room for growth. A students needs experience, not the memorization of facts.
o “While life is characterized by growth in a structured, functional manner, the necrophilous person loves all that does not grow, all that is mechanical. The necrophilous person is driven by the desire to transform the organic into the inorganic, to approach life mechanically, as if all living persons were things…memory, rather than experience;”
· Page 73, paragraph 2.
o Freire explains that teachers need to teach their students to act by themselves, but not by participating in another group and having them act. After all, acting out is experience which every student needs.
o “. . . to restore their capacity to act. But can they, and how? One way is to submit to and identify with a person or group having power. By this symbolic participation in another person’s life, men have the illusion of acting, when in reality they only submit to and become part of those who act.”
· Page 73-74 last and first paragraphs.
o Freire emphasizes that to abandon the “banking process” and to be liberated one must use the “problem posing” because then they will be aware of reality, and will embody communication. This is better in my opinion than filling the minds of children with useless material that they will never know the full meaning of.
o “They must abandon the educational goal of deposit-making and replace it with the posing of the problems of men in their relations with the world. “problem-posing” education, responding to the essence of consciousness-intentionally rejects communiqués and embodies communications.”
· Page 74, paragraph 2.
o Freire suggests that the teacher should not only teach the students, but the students should listen and talk with the students, so that he or she in return can learn something. I could not agree with this more, I believe everyone (student or teacher) can teach other people something. Everyone has something to offer.
o “Teacher-students with students-teacher. The teacher is no longer merely the-one-who-teaches, but one who is himself taught in dialogue with the students, who in turn while being taught also teach. They become jointly responsible for a process in which all grow.”
· Page 76, Paragraph 4.
o Paulo explains here once again, that although the problem posing method may not be the right one, it is better because it has a cognitive, conscience aspect which allows the student to think critically.
o “Banking education resists dialogue; problem-posing education regards dialogue as indispensable to the act of cognition which unveils reality. Banking education treats students as objects of assistance; problem-posing education makes them critical thinkers.”
· Page 77, paragraph 2.
o Paulo emphasizes that problem-posing is better because it teaches the real meaning of things, like history, and without history and understanding it; we would not know ourselves or how we have grown and evolved over the years.
o “Hence, it corresponds to the historical nature of man. Hence, it affirms men as beings who transcend themselves, who move forward and look ahead, for whom immobility represents a fatal threat for whom looking at the past must only be a means of understanding more clearly what and who they are so that they can more wisely build a future. “
· Page 68, paragraph 3.
o Freire explains that as a teacher, he or she should naturally let their students experience reality, not lean about it later in class as if it is motionless.
o “The teacher talks about reality as if it were motionless, static, compartmentalized and predictable.”