Pedagogy of the Oppressed

我想说 经典实在太多了 我都是在文字里划的 就不一一打出来了 这是个overall，每个章节的简介总结。 Chapter 1 contradiction between oppressors and the oppressed, how it is overcome oppression and the oppressors Chapter 2 Problem solving education vs. banking education Chapter 3: Dialogic- the essence of education as the practice of freedom Dialogic and dialogue Dialogue and the search for program content Human world relationship Program content of education as the practice of freedom Awakening of critical consciousness through the investigation of generative theme To speak a true word is to transform the world Human existence cannot be silent, nor can it be nourished by false words, but only by true words, with which men and women transform the world. To exist, humanly, is to name the world, to change it. Once named, the world in its turn reappears to the names as a problem and requires of them a new naming. Human beings are not built in silence, but in word, in work, in action-reflection. Chapter 4 Ant dialogic and dialogic = matrices of opposing theories of cultural action Conquest, divide and rule Manipulation, cultural invasion Theory of dialogical action and its characteristics: cooperation, unity, organization, and cultural synthesis、

The international literacy institute presents I am a curious being But in a certain moment of process of being curious In order to understand other, I discover that I have to create in my self, a certain virtue without which it is difficult for me to understand others. The virtue of tolerance It is through exercise of tolerance, that I discover the rich possibility of doing things and learning different things with different people Being tolerance is not a western of being native It is duty to, a political duty; it does not demand that I lose my personality “Authentic thinking, thinking that is concerned about reality, does not take place in ivory tower isolation, but only in communication.” A practice of freedom Education is suffering from narrative sickness “This is the banking concept of education, in which the scope of action allowed to the students extends only as far as receiving, filing, and storing the deposits. “ “Knowledge emerges only through invention and re-inventions, through the restless, impatient, continuing, hopeful inquiry, human beings pursue in the world, with the world, and with each other.” Teacher=culture worker

摘选自：Wikipedia https://en.wikipedia.org/wiki/Pedagogy_of_the_Oppressed

Chapter 1: It is easy for the oppressed to fight their oppressors only to become the polar opposites of what they currently are. In other words, this just makes them the oppressors and starts the cycle all over again. To be fully human again, they must identify the oppressors. They must identify them and work together to seek liberation. 要终结压迫与被压迫的循环，需要压迫者与被压迫者协力。

Chapter 2: It dehumanizes the student. If they are raised to learn to be blank slates molded by the teacher, they will never be able to question the world if they need to. This form of education encourages them to just accept what is thrust upon them and accept that as correct. It makes the first step of humanization very difficult. If they are trained to be passive listeners, they will never be able to come to the realization that there even exists oppressors.

Chapter 3: Freire explains that educators shape how students see the world and history. They must use language with the point of view of the students in mind. They must allow "thematic investigation": the discovery of different relevant problems and ideas for different periods of time. Humans understand history and use it to shape the present. Freire explains that the oppressed usually are not able to see the problems of their own time, and oppressors feed on this ignorance. Freire also presses the importance of educators not becoming oppressors and not objectifying their students. Educators and students must work as a team to find the problems of history and the present.

Chapter 4: (The Oppressor) The four anti-dialogical actions include conquest, manipulation, divide and rule, and cultural invasion. (The Oppressed) The four dialogical actions, on the other hand, are unity, compassion, organization, and cultural synthesis.