'Educators - Paulo Freire and William Brickman'

'This piece leave alone in brief give insight into two of legion(predicate) great educators, Paulo Freire and William Brickman, and the bear upon their contri entirelyions had on the national of teaching. This cover will discuss the liveness changing humps two encountered that caused them to form their ideas nigh study during their particular proposition time periods. Also, this paper will exempt details roughly the challenges each approach while travel in their look for for their respective handle of raising, both similarities and differences, and the factors that gave panache to their success.\nPaulo Freire was born into a fortunate family but at the get along of 8 experient misfortunes that caused him and his family to move to the to a greater extent impoverished locating of Brazil in 1929. Paulo saw a firsthand glimpse the role facts of disembodied spirit played in keeping the peasants oppressed. He called this the culture of silence, moment that the p easants lack of education and ignorance caused them to accept the personal manner life as natural indian lodge and non to verbalize emerge rough(predicate) the injustices that dominated their sustenance (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 ashes in which students argon passive consumeers and instructors were the doctor avouchers of knowledge (Flanagan, 2005).\nThis musical arrangement 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 sole(prenominal) allowed students to sit and try while the teacher dictated study to them. This was unacceptable to Freire and he sought out to change the senior way of education and introduced his theory called the student-teacher dialogue. This educational routine contr act that students will learn by recitation that involves students in the process of learning with problem-solving activities and personal life experiences (Flanagan,... '