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THE PROBLEM-POSING CONCEPT OF PAULO FREIRE
AS AN ALTERNATIVE TO THE BANKING-SYSTEM
IN EDUCATION
A SARJANA PENDIDIKAN FINAL PAPER
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
By Paulus Yosan Student Number: 111214166
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
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THE PROBLEM-POSING CONCEPT OF PAULO FREIRE
AS AN ALTERNATIVE TO THE BANKING-SYSTEM
IN EDUCATION
A SARJANA PENDIDIKAN FINAL PAPER
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
By Paulus Yosan Student Number: 111214166
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
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DEDICATION PAGE
Happily I dedicate this work to my brothers and sisters:
Enu Mencik, Romo Stanis, O.Carm., Enu Fin who have
supported me directly or indirectly. I never forget my
beloved mother (mama Sisilia) at home, my beloved
father (papa Simon) in heaven, and all my families, this
work is dedicated for them.
Lord Jesus bless us all. Amen.
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LEMBAR PERNYATAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan dibawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Paulus Yosan Nomor Mahasiswa : 111214166 Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
THE PROBLEM-POSING CONCEPT OF PAULO FREIRE
AS AN ALTERNATIVE TO THE BANKING-SYSTEM
IN EDUCATION
beserta perangkat yang diperlukan (bila ada). Dengan demikian, saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu minta ijin dari saya maupun memberikan royalty kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta Pada tanggal: 10 November 2015 Yang menyatakan
Paulus Yosan
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ABSTRACT
Yosan, P. ( 2015 ). The Problem-posing concept of Paulo Freire as an alternative to the Banking-system in Education. Yogyakarta: Sanata Dharma University. This study aims to investigate the concept of education by Paulo Freire, an education observer, from Brazil. He popularized the problem-posing education model to oppose the traditional educational style called banking-system, which occurred in his time. The research question postulated in this study is: What are the characteristics of banking-system in education? problem-posing concept of Paulo Freire which substitute the This study is a library study which gives an emphasis on the analysis and interpretation of the sources and the data from existing theories and concepts in education. Data analysis reveals seven characteristics of problem-posing in education which are used by Paolo Freire to substitute the banking education i.e, 1) education should be liberal; 2) education should be critical and-system in reflective; 3) education should be creative; 4) education should be humane; 5) education should be dialogical; 6) education should be contextual; and 7) education should beconscientious. The proposed systems of education were used by (consientization Paulo Freire) in ed to (^) ucpromoteation. Freire rejec liberationts all forms of education that, humanization, and awareness are oppressive and do not provide the freedom for students to think, to be creative or to express opinions. Freire also rejects the education system which regards and treats students as a deposit place and immobilizes students in learning. The findings of the study are expected to raise the teachers, students, and the society need to‟sawareness of criticize every oppressed situation. their role and existence as free human beings, and of the
Keywords : Banking-system, problem-posing, constructivism, critical thinking.
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ACKNOWLEDGEMENTS
Most of all, I would like to give my greatest gratitude to The Holy Trinity: Father, Son, and Holy Spirit for giving me everything and for guiding me during the writing of my Final paper. I realize that I do not walk alone during my study. I would like also to thank Mother Mary, Saint Paul, Saint Sicilia, for their prayers and guidance. Next, I would like to thank Drs. Concilianus Laos Mbato, M.A, Ed.D., my final paper advisor, who has supported and given me great advice throughout my final paper-writing period. I am really grateful of his patience and understanding from the beginning until the end of my Final paper accomplishment. I also thank all of the lecturers of English Language Education Study Program (ELESP) of Sanata Dharma University for guiding and sharing their best during my study period. I also thank Sanata Dharma University Library staffs and PBI secretariat staff for their best service and assistance. My deepest gratitude also goes to my community members in Wisma Claretian Community, all Claretian brothers, my beloved brothers and sisters, Enu Mencik, Father Stanis, O.Carm, Enu Fin, my beloved mother, Sisilia and my beloved father, papa Simon for their endless love for me. I also thank my relatives, Om Sil, Tanta Vero, Kae Rius, Kae Yuven, Bapa Rafel, Kae Vincen, Om Martinus Marut, Tanta Sabeth, Enu Reni, Enu Yeni, Ros Family, Leda Family, Keli Family, Bibang Family, Ngencung Family, Cakolelak Family, and
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all God‟s people in Nangalanang Parish, for their prayers and support throughout my life. I also thank Brother Titus OFM, Sister Agustine JMJ, Brother Fendy MSC, and all of 2011 PBI students whom I cannot mention one by one, who have given me support during my study and for coloring my life with wonderful experiences. Finally, I thank everyone who has directly and indirectly participated in my study. Your presence in my life has given me the precious values.
Sincerely,
Paulus Yosan
CHAPTER I
INTRODUCTION
This chapter presents the background of the study and the approach of the study. The background of the study presents the description and reason on the importance of discussing Paulo Freire‟s concept of problem-posing as stated in Pedagogy of the Oppressed, the problem formulation which states the problem discussed in this study, the problem limitation which describes the focus and scope of the study, the objectives of the study which state the purpose of why the study is important to undertake, the benefits of the study which give an explanation about what the concept of problem-posing and its related points mean, and the explanation of the definition of the terms elaborates some key words used in the study. The approach of the study section explains two types of theories, namely the theory of constructivism and the theory of critical thinking as the theories related to this study.
1.3 Background of the study Education has an important role in increasing the human resources, which is an important element in the development of a nation. According to Ikhsan (Ikhsan, 2003, p. 2) education is a human endeavor, to grow and develop the potential of nature, both physical and spiritual, in accordance with the values in society and culture. It is the right of every person, and it has purpose to form
human‟s personality into maturity. Therefore, education should be formulated seriously, with methods and techniques that can be relied. However, the ideal notion of education and its implementation seems do not always match with the reality happens in the field. Many mistakes occur in implementing education systems and it becomes a concern in the education world today. In some places, education is still conducted in a very formal and under authority way (Sindhunata, 2015, p. 3). This situation reminds education implementers to learn from education figures to reflect their role. Some education figures contributed their thoughts in order to avoid the mistakes in education system. One of them is Paulo Freire whose book entitled Pedagogy of the Oppressed has given a great deal of contribution among the education thinkers. Pedagogy of the Oppressed (Portuguese: Pedagogia do Oprimido ) proposes a pedagogy with a new relationship between the teacher, students, and society. It was first published in Portuguese in 1968, and was translated by Myra Ramos into English and published in 1970. The book is considered one of the foundational texts of critical pedagogy. In this book Freire calls traditional pedagogy as a "banking model" because it treats the student as an empty vessel to be filled with knowledge, like a piggy bank. However, he argues for pedagogy to treat students as a co-creator of knowledge (Freire, 1972, p.47). Since education is the most important factor in our lives. It is necessary to reflect deeply on it. This study intends to analyze the concept of problem posing which Paulo Freire introduced to the education community, and how it substitutes the banking model or system in education. Therefore, the implementers of
researcher as able to be illuminated by the concept of Paulo Freire, particularly in understanding the face of education in the past and compare it with the present time. The following are some terms that need to be well defined in order to avoid misunderstanding and misinterpretation:
- Problem - posing In this study, the term problem-posing refers to an alternative concept offered by Paulo Freire in order to minimize the banking education. According to Freire (1972), problem-posing refers to a method of teaching that emphasizes critical thinking for the purpose of liberation. Freire used problem-posing as the alternative to banking education, which is the traditional model of education.
- Banking - system Banking system is a term used by Freire (1972) in order to name such a system in educational practice in which the knowledge is considered as a gift bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing. In the banking concept of education, knowledge is a gift poured by the teachers to the students. This term is widely discussed in Pedagogy of the Oppressed by Freire as the main source of this study. Freire (1972) described the characteristics of banking-system in ten ways of conducting in a learning process. The following are these ten characteristics of banking-system in education:
(a) the teacher teaches and the students are taught, means that in learning process the main actor is the teacher, while students do nothing except listening to the teacher; (b) the teacher knows everything and the students know nothing, means students are regarded as participant without knowing anything; (c) the teacher thinks and the students are thought about, means students are not given chance to think because there is only the teacher can decide whatever happens to the students; (d) the teacher talks and the students listen meekly, means that in learning process students can only listened to the teacher, who is speaking, without doing anything. The teacher is the narrator and he leads the students to memorize mechanically the narrated content; (e) the teacher disciplines and the students are disciplined, means that everything is managed by the teacher and studends can only follow it; (f) the teacher chooses and enforces his choice, and the students comply, means that in learning process the teacher can doing everything including enforces his choices and students are excepted to comply it; (g) the teacher acts and the students have the illusion of acting through the action of the teacher, means that in learning process, the teacher becomes the main actor, while the students are not more than spectators; (h) the teacher chooses the program content, and the students (who were not consulted) adapt to it, means that the program content in learning process is only determined by the teacher, while students adapt to it;
1972 by Penguin Books in New Zealand and Australia. Pedagogy of the Oppressed talks about a pedagogy proposed with a new relationship between teacher, student, and society. This essay of Freire in a broader sense can be regarded as a literary work, for literature itself etymologically comes from Latin word „litteratura‟ means everything which is written or a guidebook, although it is not a literary work in a narrow meaning, such as novel, poem, or drama (Ratna, 2014, p. 173). As it is seen from the content, Freire‟s essay can be categorized as a didactic literature. It is a kind of literature which educates the readers about the problem morals, manners, and religion. A didactic literature presents philosophical, religious, moral, scientific knowledge and ideas in various literary genres or essays, for literature in broader sense includes someone‟s thought, notion, or ideas (Nabergoj, 2003, p. 121). The essay of Freire, in this sense, can be regarded as a literary work which contains philosophical and moral reflection on human lives. In his work Freire described the interaction between the teacher and the students, the oppressor and the oppressed (Freire, 1972, p. 35). Freire in certain part of his essay also used the allegory figure of speech like in in the words of „bank‟ for students and „depositor‟ for teachers, Freire criticizes the tendency of considering education as an act of depositing (p. 37). Moreover, in her essay, Chynel (Chynel, 2013, p.1) called Pedagogy of The Oppressed as a literary work. The first chapter of Pedagogy of the Oppressed discussed the education necessary for the oppressed and the central issue for humans that is humanism. The second chapter discussed how the education process for the oppressed was conducted. Freire rejected the banking-system education because it is a traditional
education and is oppressive. In banking-system education, the teachers are regarded as subject while students are objects. This education system has been broken down by Freire, by creating a new system called problem-posing education. The third chapter presents the dialogue as an element of the education of the oppressed, because the dialogue is the word which has two dimensions namely; reflection and action. The last chapter discussed the dialogic educational theory which is on the contrary to the anti-dialogical action theory. The dialogical action is always cooperative action that indicates the unity between the leaders and society. Besides, in order to accomplish this study the researcher also took Freire‟s lists of works. Some of them are Letters to Christina (1996), Education for Critical Consciousness (1974), and Pedagogy of Freedom (2000). 1.4.2 Theories of the Study In this study, the researcher applies two types of theories, namely the theory of constructivism and the theory of critical thinking. The researcher chooses these two theories in order to understand the direction of this study, because they are related to the study of concept and what should we do in analyzing one‟s concept. These two theories will be discussed more deeply in section 2.1. 1.4.3 Method of the Study As an important part of this study, the method of study section provides the description of how this study was done. Since this study deals with the concept of an education figure, that is Paulo Freire, the researcher chooses library
