Paolo Freire’s Philosophy on Liberal Education Essay Example

alienates the students in the decision making and feedback on the effects of the received content. The education system should, therefore, desist from the subjective form of education to the liberal education that fairly engage both parties (Pring, par 4). The relationship between the teacher and the student significantly influence the creativity and diversity in the education system.

The relationship between the teachers and the students in the banking system of education is affected due to the fear and oppressive environment developed by the teacher. The teachers need and require to develop better interactive forums during the teaching period for the dialogue. It possible for the teacher to learn through the combination of differently oriented students in a classroom. The liberal education system struggles to bring the two parties into a dialogue environment for the adoption of the best ideologies and improved research in the learning process (Clarke, 305). The strategy creates openness through dialogue hence the deep research and enjoyment in solving education matters.

An oppressive narrative form of education whereby the teacher commands the authority in the learning process without the contribution of students affects the delivery. The oppressed students hardly concentrate in the curriculum hence the adoption of the passive form of learning. The students develop negative behavior such as laziness and incompetence in dealing with the education matters. Additionally, the change in mentality on education is affected hence the likelihood of drop-out from the school system as experienced in the banking system of education.

The banking system affects the education delivered to the students regarding the reality and clarification of essential matters hence slowing down the learning process. According to Hutchins, the limitation of

learning what the teacher prescribes in the curriculum deter the innovative and creative students in exploring and questioning the teachers on the subject matters that the teachers may additionally benefit (Hutchins, 3). The disadvantages associated with the banking system perceive the limitation of expressing the reality and adapting to the developing and changing environment for the students. The dynamic environment is critical for the application of the education taught in reality.

The comparison between different forms of education to liberal education express the importance of the better relationship between the teacher and the students. The relationship allows the students interact with teachers providing a better teaching and interacting skills. The teachers adopting liberal education are likely to be the favorite choice in tackling more complex matters in the school curriculum hence serving as an encouragement to the students (Godwin, 3). On the other hand, the banking system drives the subjective teachers away from the objective students in the education system as expressed by Paulo Freire in the evaluation of liberal education system effects.

Additional differences between the banking and the liberal education system depend on the consideration of the students. The banking system treats students as the spectators of the education system sent to listen and follow instructions without questioning or clarifications. The liberal education system allows dialogue and planning that opens the students’ minds and supports the creative nature hence consideration of the students as the re-creators of information. The difference between the two formulas of delivering education materials determines the motivation between the students in the learning process. The liberal system allows the students to develop their distinctive perspectives in the learning process hence an

enhancement to creativity in dealing with the current issues in the society. The teacher’s major role is considered as guidance rather than command as opposed to the banking education system.

According to Schneider, the liberal education philosophy contains some advantages in the current framework that seeks to persistent in delivering education materials and identifying with the current trends in the society (Schneider, 7). The process may have experienced some challenges in the past especially with the management of history and culture but has re-emerged as the newly diversified method of education method that significantly deliver content and knowledge to the students. The development of different themes on the liberal education as envisioned by Paolo Freire gradually experience changes to adapt to the current environment in the higher learning institutions.
The development of major themes surrounding the adoption of the education system through the liberal education method has enhanced the visionary nature of the higher education and adoption of the learners in the working industries (Aspin & Judith, 27). The transformation follows the formation of three themes according to Schneider that includes social responsibility, intellectual judgement, and integrative learning. The integration of the students in the social interaction on the social and civic matters develop their personal skills for the preparation in the corporate environment after the graduation (Roth, 14). The higher education system requires the adoption of the liberal philosophy for the critical role of preparing the students for the working environment.
Conclusion

The liberal philosophy considers the complexities of the education system and different personalities that are likely to influence the delivery process. The learning process requires additional guidance as opposed to the dictation method adopted by the

banking relationship between students and teachers. The new designs in the undergraduate learning system require the philosophy that accommodates different perspectives based on traditions, culture, and problem solution methods for the development of the best strategies in the learning process. The liberal process of education presents among the best philosophies that accommodate diversity and creativity in the innovative education sector.

Works Cited

1. Aspin, David N., and Judith D. Chapman. "Towards a philosophy of lifelong learning." Second International Handbook of Lifelong Learning. Springer Netherlands, 2012. 3-35.
2. Clarke, Matthew. "The (absent) politics of neo-liberal education policy." Critical studies in education 53.3 (2012): 297-310.
3. Freire, Paulo. Pedagogy of the oppressed. Bloomsbury Publishing, 2000.
   Godwin, Kara A. "The worldwide emergence of liberal education." International Higher Education 79 (2015): 2-4.
4. Hutchins, Robert Maynard. The great conversation. William Benton, Encyclopaedia Britannica, Incorporated, 1952.
5. Pring, Richard. "Liberal education and it's aimed." Education, Philosophy and Well-being: New Perspectives on the Work of John White 122 (2014): 1.
6. Roth, Michael S. Beyond the university: Why liberal education matters. Yale University Press, 2014.
7. Schneider, Carol G. "Practicing Liberal Education: Formative Themes in the Reinvention of Liberal Learning." Liberal Education 90.2 (2004): 6-11.