Analysis of Paulo Freire’s and Jane Martin’s Works on the Concept of Education Meshaal Binjumaiah Lynn University Analysis of Paulo Freire’s and Jane Martin’s Works on the Concept of Education Introduction “The Pedagogy of the Oppressed” and “The Ideal of the Educated Person” by Paulo Freire and Jane Martin respectively have been essential literary works in the understanding of the modern concept and philosophy of education. Both works have been straightforward in their explanations of and clarification on the current trends in education, from the process of it, to its goals and its inefficiencies. In this paper, the author seeks to analyze both works and apply the concepts in both works in their roles of shaping the process of education. Purpose of Education as Defined in the Sources Both works allude to the point that education is meant to inspire change in the individual. Change as pointed out is the main goal of education in that despite the different views, the process of education is supposed to transform the learner from his or her current nature, to a more empowered person with the ability to see and react to his or her environment both rationally and practically (Martin, 1981). Paulo Freire is of the idea that education as it is has been used to maintain the status quo between the oppressor and the oppressed (Freire, 2018). As such he suggests that to receive education should be akin to realizing the realities of the world and actively seeking to change the fate of both the oppressor and the oppressed. Jane Martin bemoans the logic of education that she claims is too one-sided and narrow with disregard to such aspects as the collective development of the individual and other aspects like gender and practicality (Martin, 1981). Both authors conclude that the process of education as currently applied is inept and insufficient as tool for development. It marginalizes the people and is mostly subjective. Views of both Authors on the State of Education The authors propose the same idea but in different ways. The idea shared by both authors is that the application of education is poor and fails in meeting the purpose of education and achieving its goals as described by Plato, Aristotle and Rousseau. Not only that but also the fact that education in its applied form is narrow and serves a single purpose of serving the interests of select groups in the society. In “The pedagogy of the Oppressed,” Paulo Freire describes how education is unable to inspire change and instead works to maintain the status quo between the empowered and the powerless (Freire, 2018). In such a case he claims, there can be no growth and development. The oppressor in his or her need to maintain power cannot see the need for change, and the oppressed too in his or her fear fails to appreciate change (Freire, 2018). “The Ideal of the Educated Person,” also presents a similar conclusion on the state of the process of education. However, unlike Paulo Freire, Jane Martin introduces the idea of applying the process as a collective exercises that pays attention to all sides of an issue (Martin, 1981). For example, to teach the individual about the society, it is vital to offer training and understanding of the individual and his or her needs and how they affect his or her decision making. Equally, biases have to be dropped and diversity embraced. Jane Martin is adamant about dropping the one-sided view of the process of education in exchange for a collective approach (Martin, 1981). This kind of approach will ensure that just as the individual learns about the public so should he learn about the private. Influence of the Works on the Definition Education Each source presents and define education as a process that enables the individual with an ability to act and think practically. Paulo Freire goes further and claims that education is a tool for engineering thought and action of people and equally a tool applied by oppressors to maintain the status quo between them and the oppressed (Freire, 2018). On this view, the author deduces that the definition of education, its goals and purpose have been severely mismanaged and made inadequate for the purpose of inspiring change and encouraging self and communal development and advancement. Simply put, education is a tool for guiding social and individual growth and if not used well, can also be a tool for forcing the individual and the society to regress (Freire, 2018). Jane Martin defines education as a multiperspective and multiple process activity that requires an understanding of the needs of the learners (Martin, 1981). Before applying education, she suggests that policy makers, students, teachers and the society review the goal they seek to achieve. In that, as currently applied, the process of education sidelines certain issues and focuses more on others and as such is marginalizing people and stays one-sided and impractical (Martin, 1981). On this view the author understands that education should not apply biasedly and instead should be collective in its approach to issues affecting the individual and the society (Martin, 1981). Influence of the Works on Understanding of the Concept of Education Overall, the author understand that education is a process that requires multiple perspectives and approaches to effectively apply. With respect to both works, the author understands that philosophically, education should inspire and enable change, both within and without the individual or society (Martin, 1981). Social behavior and attitudes are all learned and as such the process of learning these attitudes must be approached expensively and opposed to single-mindedly (Martin, 1981). There cannot be a sure way to teach all people since every individual is different. With regards to views proposed by Jane Martin, treating every issue focusing on its different aspects not only enhances the process of education but also improve the society. In the end, change must come only through a clear understanding of the methods and measures to apply the same process of change (Freire, 2018). Thus if the learning is bungled them the change will not be conclusive and equally it will add to more disorder within the society (Freire, 2018). References Freire, P. (2018). Pedagogy of the oppressed. Bloomsbury Publishing USA. Martin, J. R. (1981). The ideal of the educated person. Educational Theory, 31(2), 97-109.
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