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Jose Vizcaino Jr.
English Lasley
October 1, 2012
Freire’s Figurative Language
Without education, humans would be thoughtless and incapable decision
makers, lost in a complicated world. By establishing a foundation, being
educated gives a sense of entitlement because it’s not only a privilege, but also a
personal accomplishment that boosts chances in the workforce. Yet, does the
type of education truly matter and should we focus on certain philosophies and
principles? According to Paulo Freire, “ The educated man is the adapted man,
because he is better fit for the world.” In “Pedagogy of the Oppressed”, the
author not only exhibits his unease about the unnecessary teacher and student
interactions, but also the indefinite flaws in the education system that must be
changed. The use of figurative language throughout Freire’s essay, such as
diction and metaphors, helps develop the author’s radical argument by
persuading the audience to be open-minded and willing to consider other ideas.
The immense pressure put on students day in and day out, forces them to
work quickly and efficiently. Instead of reading an entire book, students have
navigated to online websites for summaries and notes in order to save time.
Instead of thoroughly learning information, they solely store it for the short-term
use on evaluations. One of the author’s most interesting terms he used to convey
this idea is by representing a young learner’s mind as an
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immobile, static bank. “Education thus becomes an act of depositing, in which the
students are the depositories and the teacher is the depositor. Instead of
communicating, the teacher issues communiqués and makes deposits which the
students receive, memorize, and repeat,” (Freire, 58). For example, many people
know when the Declaration of Independence was signed due to the numerous
dates and terms kids are being taught to memorize. Yet, not many people know
the impact and importance it had on our lives as citizens of the United States of
America today. This metaphor illustrates the student’s minds as something
restricted that has limited boundaries in a very unique way. When you think of a
bank, you can’t help but to picture yourself withdrawing and depositing money. In
our society, bankers seem to be characterized as heartless people that care
about their money, rather than the desires of the people. By explaining children’s
minds as banks, Freire is making sure that the reader agrees with the fact that
the entire motives of teachers are wrong.
Instead of having close relationships where both sides can learn from one
another, society has led education to be inflexible, rather than expressive.
Basically, teachers are sought out to be “subjects” who “control” the “complying
and obedient” children. “Oppression—overwhelming control—is necrophilic; it is
nourished by love of death, not life. The banking concept of education, which
serves the interests of oppression, is also necrophilic,” (Freire, 64). The more
passive someone is, the more he or she will succumb to authority. Basically, in
order to maintain creativity and independence, one must have the courage
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to fight against the grain. As soon as this courage and willingness to stick up for
one self depletes, it’s almost as though their love for life is also diminishing.
Although the author refrained from gaining any credit, his word choice
allows him to effectively entice the reader. Often times when writings are dull,
lack the excitement, and are filled with tedious language, the audience gets
distracted, becoming indifferent. Not only is Freire’s tone urgent and full of
purpose, but his constant phrases such as “problem posing education” makes
one curious. When an essay lingers and use vernacular that’s objective is to be
elegant and complex, it often becomes exhausting and repetitive to read. The
author, is able to explain and develop his argument throughougly as well as
concise.
By reinforcing the theme of being trapped and limited in school, it allows a
sense of reiteration without being repetitive. Yes, Freire does explain the same
ideas. Yet, the way he does this is always different and through a different
context. In other words, there may be one central idea to his argument; however,
he is attacking it from multiple perspectives and angles. By creating numerous
outlooks, it is clear Freire is speaking to all audiences in order to make the
general public more aware. Of all methods, the best way to catch an audience is
to write about something they can relate to, in a way they are familiar with.
Simple rhetorical devices such as word choice, can impact an essay greatly.
Often times writings that are casual, allow the reader and writer to unite through
conversation that is so relevant in the real world. In Anyon’s essay, the main
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audience the author was trying to connect with was college professors. Since she
was trying to reach college professors, she immediately established credibility,
filled the essay with details, and focused on a strict structure. When someone
seeks out a goal, they must strategize in order to carry out the necessary actions
to complete this goal. For Freire, his goal was to educate and inform the people
of a grave issue in our society.
Being aware of the harsh reality that students are being oppressed in
school is something that the author truly stresses. In the title alone, it is clear that
Freire isn’t talking to the students whom are considered slaves of a menacing
tyrant called teachers, rather on behalf of them. “A revolutionary leadership must
accordingly practice co-intentional education. Teachers and students (leadership
and people, co-intent on reality, are both Subjects, not only in the task of
unveiling that reality, and thereby coming to know it critically, but in the task of recreating that knowledge,” (Freire, 56). After being aware and mindful, Freire
insists that the students must lead a “revolution” to liberate them; a revolution
that changes the flawed mindset of the teachers, culminating into a universal
change in pedagogy.
Paulo Freire’s concept of education can be analogous to the work of a
sculptor and a piece of marble. The conventional method illustrates the students
as a heavy, fixed slap of marble that is ordinary to the human eye. The only way
to create something of this marble is by having a sculptor or teacher construct
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the beautiful work of art. According to Freire, the piece of marble must be able to
form itself, because in the end, all it is going to have is itself.
Whether it is an enlightening moment to stimulate a change, or a mere
signal to future intellects, Freire was capable of creating a work that forced the
readers to become eager to learn. The sense of urgency the author instilled to
the reader throughout the essay was indeed evident. However, it wasn’t until the
end where his informative argument, turned into an urgent call to action. “As we
attempt to analyze dialogue as a human phenomenon, we discover something
which is in the essence of dialogue itself: the word. But the word is more than just
an instrumental that makes dialogue possible; accordingly, we must seek its
constitutive elements,” (Freire, 75). The power of words, essays, and education
is something immeasurable. You can take them for what it is worth, or rather dig
deep for a meaning that takes critical analysis and interpretation.