Condemning the 'banking' concept of education, where the learner is seen as a passive empty deposit into which knowledge and literacy can be invested, Paulo Freire sought to provide the analytical framework and skills for people to define, challenge, change and make their own development depending on their specific cultural and historical context (261). To do this, the oppressed must be liberated. In this paper, I will discuss how the oppressors can be liberated through dialogue and how this results in the overall solution: problem posing education.
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