In Class Activities
How do you respond to this "quiz"? What does it assume
about the nature of knowledge, knowledge conveyance, and pedagogy? What's the
teacher's job? What's the students' job? (Hint: think about these questions
in terms of Freire's thesis.)
Quiz: "The Banking Concept of Education"
As I find it difficult to assess the effort you put into your informal writing
assignments, I will now use daily quizzes to calculate your performance (read,
determine whether or not you've read the assignments—no, you cannot use your
books) in this class. You have 10 minutes to complete the quiz.
1. Define Freire's banking concept of education. (20%)
2. List 7 of the 10 characteristics of the educational banking transaction.
3. What are the main differences between process and product-oriented world
4. Between problem-posing and knowledge or solution-imparting pedagogies? (20%)
5. According to Freire, why is the bank education oppressive? necrophilic?
The Individual in Response to the Mall
In the next 25 minutes, in small groups discuss Ferlinghetti's poem and Guterson's
essay not only in terms of thesis and what's at issue (as we've been doing
in past weeks) but also in regards to these questions, as well as any other
relevant questions that your group's conversation may generate. The questions
that involve "you" mean "you" as an individual and not
as a group; therefore, you as a group don't have to reach consensus. Don't
forget to select a recorder to present your thoughts, however divergent they
might be, to the rest of the class.
1. What are the thesis(-es) of each selection?
More importantly, what's at issue for these authors?
for you as readers?
2. Characterize Ferlinghetti and Guterson's respective rhetorical strategies.
How does each writer attempt to persuade you?
How do they support their arguments?
Does the "evidence" convince you? Why
or why not?
3. What's Ferlinghetti's purpose? What's Guterson's intent?
What's their common ground? Where might they diverge?
Which ideas do you concur with and why? Which ideas
do you disagree with and why (what arguments and evidence would you offer to
The Personal Poet in Relation to the Academy
Compare and contrast the diverging (opposing?) views of the the individuals—in
this case, the poet's— relationship(s) to academic, scholarship, and/or
intellectual communities that Eliot, Hughes, and Moraga bring to their poems.
A commencing, interpretive "hint" which I encourage you to take exception
to, if your interpretation contradicts it: While Hughes and Moraga's content
explicitly reacts to academic communities, Eliot's implicitly privileges the
learned. To further steer your group conversation, consider these questions.
Also, don't forget to elect a representative who will report your group's findings,
consensus, and/or disparity to the whole class.
- We've discussed in class the plot (what's going on), but just what could
Eliot mean? What's he philosophizing?
- Think in terms of speaker, subject, theme, and purpose.
- Where (for example, what [academic] community) exactly could he be coming
- Think of culture, environment, education, and academics.
- As a group read through Hughes or Moraga to determine the plot summary;
then discuss the previous two questions before moving onto the comparison/contrast
part of the show.
- Who could Eliot be writing for? Who is his audience?
- Is that intended audience different from Hughes'? from Moraga's?
- Who is his audience now?
- Is that audience different from Hughes'? from Moraga's?
- In what ways does Eliot stand in opposition to Hughes? to Moraga?
- Or, consider the question this way, how do Hughes and Moraga oppose Eliot,
what he stands for?