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According to Fire, this “authentic” approach to education must allow people to be aware of their incompleteness and strive to be more fully human.This attempt to use education as a meaner of consciously shaping the person and the society is called centralization, a term first coined by Fire in this book. This is in line with the Lavabo Viewer Pinto’s use of the word/idea in his “Consciences Realized National” which Fire contends is “using the concept without the pessimistic character originally found in Jaspers” (Note 15, Chapter 3) in reference to Karl Jasper’s notion of ‘Gratuitousness’.
Fire rejects the “banking” approach, claiming It results In the demutualization of both the students and the teachers.In addition, he argues the banking approach stimulates oppressive attitudes and practices in society.Instead, Fire advocates for a more world- mediated, mutual approach to education that considers people Incomplete.Allen July 22, 2012 Paulo Freire has a problem with how education has been conducted since the 19th century.In his essay, Pedagogy of the Oppressed, Freire compares two concepts of education that are present today, banking and problem-posing.He also points out that the main reason for this concept not being effective is because there is no teacher-student dialogue and the creative mind is inhibited.Freire criticized this model of education because he believed it made students into passive objects to be acted upon by the teacher; this will result in the students accepting and adapting to the world deposited on to them.The teacher narrates knowledge for the students to memorize, anticipating their absolute ignorance in that subject.Freire also later explains problem-posing as being educational freedom if only the teacher-student dialogue contradiction can be overcome.However, he argues for pedagogy to treat the learner as a co-creator of knowledge.  Translated into several languages, most editions of Pedagogy of the Oppressed contain at least one introduction/foreword, a preface, and four chapters.The first chapter explores how oppression has been Justified and how it is overcome through a mutual process between the “oppressor” and the oppressed” (oppressors-oppressed distinction).