"The pedagogy of the oppressed" by Paulo Freire is a complete hodgepodge of more educational and somewhat political and philosophical ideologies from the 70s. oppression and suggests another theory of liberation as a solution or way forward. An individual's method of thinking and the awakening of his critical consciousness are the keys to the liberation of the individual. This is possible through a different education where there is collaboration between teachers and students. Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”? Get an original essay The book is organized into four chapters (including the preface). The book begins with the fear of freedom as a problem among the oppressed immersed in a situation of oppression. The main point of this book lies in the first chapter where the author questions whether education was being reshaped to meet the needs of the oppressed rather than the oppressors using the term 'pedagogy of the oppressed'. Here the author sends a message to oppressed people who need to see the real world and think about it, which can only be done through "dialogue" in education. “Dialogue” helps human beings to value themselves in life. Here, the author presents dialogue as a solution to achieve freedom or equality in the face of superiority and inequality. Focusing on education, the author emphasizes that efforts for education can only succeed through "dialogue", just as efforts for freedom can be achieved through basis of a “dialogue”. However, one can make efforts to achieve freedom without dialogue, but such movements will not reach any destination. The author also emphasizes the necessity of his theory and to accept his perspectives one must welcome the factor of change. In chapter two, the author suggests that there is always stress between individuals trying to become themselves and a rival who continues to get in their way. He advances the view that oppression renders both the oppressor and the oppressed uncivilized and forces oppressed individuals to fight for their freedom. In this regard, the oppressed must abandon their primitive thoughts about their way of life, which is otherwise influenced by a hierarchical system of oppression. Here the author presents the “banking education model” as a tool of oppression and compares it with the problem posing model which is explained in detail in the next chapter. For me, the differentiation made here by the author is necessary to become aware of these two concepts which are based above all on the acceptance or rejection of “dialogue”, the understanding of students and creativity or the awakening of consciences. The author also discusses how a primitive teaching method leads to passivity among students in learning their subjects. According to the author, the student-teacher-centered teaching method should be replaced by a problem-based learning method that will not be based on the static facts taught in books in schools, but which rather will provide the opportunity to bring together all ideologies and learn together. a group. This group activity will begin a “dialogue” between the oppressed and expand their consciousness. In chapter three, the author discusses the replacement of a primitive authoritarian "banking model of education" with the "problem-posing model" in which all are learners and teachers at the same level. at the same time. The author explains how “dialogue” can be the solution to the banking model of education. He doesn't,.