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Banking Model of Education
"banking" concept of education, in which the student was viewed as an empty account to be filled by the teacher. He notes that "it transforms students into receiving objects.

Student-Teacher Dualism
More challenging is Freire's strong aversion to the teacher-student dichotomy. This dichotomy is admitted in Rousseau and constrained in Dewey, but Freire comes close to insisting that it be completely abolished.

Culture of Silence
According to Freire, the system of dominant social relations create a culture of silence that instills a negative, silenced and suppressed self-image into the oppressed.

September 19, 1921 – May 2, 1997

Freire was born September 19, 1921 to a middle class family in Recife. Freire became familiar with poverty and hunger during the 1929 Great Depression. In 1931 the family moved to the less expensive city of Jaboatão dos Guararapes, and in 1933 his father died. In school he ended up four grades behind, and his social life revolved around playing pick up football with fellow poor children, from whom he learned a great deal. These experiences would shape his concerns for the poor and would help to construct his particular educational viewpoint. Freire stated that poverty and hunger severely affected his ability to learn. This influenced his decision to dedicate his life to improving the lives of the poor: “I didn't understand anything because of my hunger. I wasn't dumb. It wasn't lack of interest. My social condition didn't allow me to have an education. Experience showed me once again the relationship between social class and knowledge" (Freire as qtd in Stevens, 2002)

Major Works:
Pedagogy of the Oppressed is the most widely known of educator Paulo Freire's works. It proposes a pedagogy with a new relationship between teacher, student, and society. It was first published in Portuguese in 1968, and was translated and published in English in 1970