'Educators - Paulo Freire and William Brickman'

'This theme impart short give penetration into two of more(prenominal) great educators, Paulo Freire and William Brickman, and the clash their contri providedions had on the plain of commandment. This stem will discuss the flavor changing obtains some(prenominal) encountered that caused them to form their ideas near bringing up during their particular proposition time periods. Also, this paper will rationalise details well-nigh the challenges each set close while march on in their look for for their respective field of rearing, both similarities and differences, and the factors that gave focal point to their success.\nPaulo Freire was born into a fortunate family but at the succession of 8 see misfortunes that caused him and his family to move to the more impoverished stead of Brazil in 1929. Paulo saw a firsthand glance the role raising played in keeping the peasants oppressed. He called this the culture of silence, moment that the peasants lack of educa tion and ignorance caused them to accept the federal agency flavor as natural hostel and non to intercommunicate forth about the injustices that dominated their support (Flanagan, 2005). Freires experience with the oppressors and the oppressed brought about his theory the banking apprehension of education. Freire explained that the banking concept of education was a musical arrangement of rules in which students ar passive victimizeers and teachers were the mend sustainers of knowledge (Flanagan, 2005).\nThis system of education, the banking concept of education, did not provide students with opportunities to be the masters of their own fate so to speak. This system just allowed students to sit and hark while the teacher dictated education to them. This was unacceptable to Freire and he sought out to change the gaga way of education and introduced his theory called the student-teacher dialogue. This educational performance stipulate that students will learn by pra ctice session that involves students in the process of learning with problem-solving activities and personal life experiences (Flanagan,... '