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What extent do rose’s experience challenge or confirm frees critique of public education? Rose’s teacher was careless and had no respect for their students nor did the students have respect for them. The teachers were not experienced In their subjects, therefore, did not have a lesson plan. Rose’s life In vocational deed was dull and completely not stimulating. There was no Incentive to put forth effort so no one did. Without any encouragement the kids Just sat back and watched the opportunities pass by. Fire is blaming the method, which demands children memorize (put in their memory bank) facts and regurgitate them on tests.

He also eels this method is lacking because there is no flow between teacher and student. The teacher rarely comments on the material and instead allows the student to make observations. There is no space for thinking about the material in the banking method it is not required, either. Rose’s life in Voce. Deed. Was about as good as he made it out to be. He and his peers were under constant scrutiny about being consistently “below average. ” Many of his teachers did not have the desire or will to be role models and educators to their students.

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They thought their level of knowledge had no room to grow, and that they were going nowhere but down. In my educational experience, I have had a few high school teachers that were Like this, but most them were In Voce. Deed. Classes. Teachers Like Mike Rose experienced In Voce. Deed. Are often ones we do remember for a long time, but not for the good, positive, reasons we should remember our teachers for. Life lessons are learned when someone we look up to teaches them to us, if it is not a role model or someone we can count on, lessons often do not stick with us forever. I think Rose’s life in vocational track was difficult.

He had some teachers that didn’t care to educate them cause they were “slow” and are more difficult to teach and grab their attention. Now about the teachers there was Brother Dill who taught English and Physical Education who seems angry, violent and needed to quit teaching and work on himself and his anger. He seems like educating children were not on the top of his priority list. It seems as If he did not prepare his lesson plans and he Just made the kids read Julius Caesar the whole year. Mr.. Monnet the Spanish teacher seems Like he couldn’t control the classroom and that the students did not respect him.

I felt that the teachers were unprepared, exhausted and uninterested in teaching. Rose life is full of violence and insult. Brother Dill, a troubled, unstable and very rough man Mr.. Metropolis. He was a large, be Jeweled man who managed the parking lot at the Shrine Auditorium and he has little training in English. Mr.. Monnet was a tiny man, slight, five foot six at the most, softened and delicate. Spanish was a particularly rowdy class, and Mr.. Moon-TEX was as prepared for it as a doily. Rose does not have a strong responsibility for his Job.

Brother Clint , he was young and powerful and very handsome, and looks and physical strength were high currency. No one gave him any trouble. There have always been numerous theories In relationship to the inadequacy of our education system here In the united States, as well as elsewhere In the world. The education of our children does not seem to be working and ash also become a very complex and confusing subject, as many immigrants move into the music are removed, adequate funding for materials is harder to obtain, and children live in fear of violence within their classrooms.

These are the main concerns of the educational system today, but these may well not be the real problems within the schools. It may be that education has never allowed children to think for themselves, ND the problems we are experiencing today are hard felt due to the fact that correct education was not implemented long ago. The subject of inadequate education is the subject of Paulo Firer’s essay “The ‘Banking Concept of Education. ” While he does not address the specific realities previously mentioned, the finger he points at the method of educating clearly indicates that this may well be a reality in our country, as well as others.

Paulo Fire calls the banking concept of education, and which he counters with his theory of a problem-posing education, iii) a description of his horses in practice in educational programmers with the rural poor in various South American countries and ‘v) two opposing theories of cultural action, ‘ontological’ and ‘ideological’, the former aiming to suppress critical apprehension of reality the latter favoring the discovery of reality through critical thought and free communication. Fire opposes what he names the “banking concept” of education with his “problem-posing” education.

The banking concept of education suits the oppressors. In this system the students are treated as empty vessels into which knowledge can be deposited (like deposits in a bank) by the teacher. Fire depicts what actually goes on in the world of banking education succinctly. He writes “This relationship [teacher-student] involves a narrating Subject (the teacher) and patient, listening objects (the students). The contents, whether values or empirical dimensions of reality, tend in the process of being narrated to become lifeless and petrified….

His [the teacher’s] task is to fill’ the students with the contents of his narration- contents which are detached from reality, disconnected from the totality that engendered them and could give them significance”. Firer’s critique of banking education is located in his class analysis. “Education as the exercise of domination stimulates the credulity of students, with the ideological intent (often not perceived by educators) of indoctrinating them to adapt to the world of oppression”. Banking education”, though, is precisely the method favored in the West to teach almost everyone. Even private schools for the elites in the West use an approach which is essentially banking education, though perhaps with slightly more play in it than is used in the state sector, sufficient to instill a sense of social superiority in the students. Banking education appears to have a utility beyond keeping the rural poor subject to the law of the hacienda owner.

It appears to have a utility beyond keeping the proletariat submerged in a false consciousness as understood in Marxism. Indeed banking education appears to have a very wide utility as a general purpose system for ensuring compliance to an existing system. It does this by engendering passivity, by teaching that social conformism is right and not to conform is aberrant, by stifling critical thinking about reality, by teaching submission to social authority as personified by the school

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