PEDAGOGY ON CULTURE ON HUMAN WELFARE

Question 1.Oppressed are a class of people who believed they are only to accept and listen without any contribution or questioning, while the oppressors are those that maintain the status quo of leadership and giving instructions. Dominant class is people who are assertive in providing commands whereas elite is class that knows and understands their rights but remains passive for expression. Peasants are people who labored, and the payments on hard work, but meager salary whereas proletarian classes were those that worked and paid as per the economy status i.e., they were paid relatively (Freire 2014 p 47)

Question 2.Banking education is a system where should be a dialogue kind method between the teacher and the student to give learner equality of expression compared to problem base education system where the teacher is dominant to a student that the student is to listen and follow. “The one who teaches,” but someone who learns with the students and from them – in dialogue with them, even as they are learning from him (p. 80).

Question 3. The process of liberation is far from ending as the oppressors overwhelm the oppressed, making the oppressors withhold with their values and freedom. The oppressed suffer from their fear of freedom and look outside themselves. (Darder 2018 p 12.)

Question 4.Being self means that the oppressed has believed in themselves and unlock their own understands as they hold the key to own liberation

Question 5. Being for another implies to the oppressors and the dominant who believes that maintaining the status quo to eliminate any process of liberation. They should care and be concerned about by providing for another and also expecting the same level of understanding.

Question 6. Oppressive and liberation struggles are on great battles to achieve their best. Oppressive are doing their best to maintain the status quo as they do their best to make the oppressors depend on them. The liberation struggle is on limbo as they are ignorant about their welfare and means of eradicating oppression as they rely on them for survival means as stated. “Thus ‘inoculating’ them “with the bourgeois appetite for personal success” (p. 149)

Question 7. Fear of freedom is playing a tremendous significance in efforts to fight for liberation. The system has been created to eliminate critical awareness. Little tools have been put in place for the liberation struggle. The dehumanization and culture of beliefs have made it difficult to reclaim humanity.

Question 8. The current global situation is atypical of the pedagogy of Paulo Freire on the political class and the ordinary citizen. The political class is oppressing them, but they are the leaders with legislative powers; hence fighting for liberation is a hard situation since they enact rules that favor their oppressive ways. The low class has to depend on the high level, thereby seemingly becoming unreasonable to oppose them. “The oppressed unveil the world of oppression and through the praxis commit themselves to its transformation” (p. 54)

A PEDAGOGY OF EMPATHY FOR A WORLD OF ATROCITY

Question 1. The article reflects on the teaching and the general understanding of the culture. Society is made up of different classes of low earners, middle earners, and high come earners who practically can the same within the same boundary. Pedagogy is illustrated by the theoretical concept of the modern education system in various countries which offers littles in child to teacher relationships ‘the teacher is a boss to the child who can’t .should be a dominant character in the link. On the other hand, empathy is shown by the fact that oppressors are not willing to let the status quo of them being on top and ruling. Lastly, the world of atrocity is observable by the act and rules of the oppressors. Some of the regulations are dehumanization to the people. There is fear to fight for freedom in as this will lead to the assassination, brutality, and murder of the liberators. There are very many cases of killing and killing of a human rights activist in many parts of the world.

Question 2. Culture plays a significant role in the atrocity. Some customs are brutal and don’t understand human rights and freedom. A culture such as chauvinism has denied women roles in fighting for the liberation self-imposed at them by the tradition. Hereditary and succession is also a culture denying people equal rights to lead and fight against oppression by oppressors. The culture of ignorance dependency, too, has made the situation to hard as hard to teach people who are suffering but got a strong belief in given perceptions of life.

Question 3. Empathy is essential since it tries to liberate the oppression activities through self-understanding and reasoning. If leaders and the high-class group feels the situation they put their servants in, they can lead from the front in fighting to eliminate oppression and reclaims humanity. With empathy, they can be the introduction of dialogue and praxis to end abuse.

References

Freire, Paulo, Myra Bergman Ramos, and Donaldo Macedo. 2017. Pedagogy of the oppressed

Freire, Paulo. 2014. Pedagogy of Hope Reliving Pedagogy of the Oppressed.

Darder, Antonia. 2018. The Student Guide to Freire’s ‘Pedagogy of the Oppressed.’ http://www.vlebooks.com/vleweb/product/openreader?id=none&isbn=9781474255646