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chapter 2 notes
-problem-posing vs. banking concept education
-problem-posing: places both students and teachers as equals in which they both engage in dialogue to find true knowledge
-banking concept: students are seen as receptacles for knowledge that are filled by teachers, hierarchical structure

finished chapter 1, takeaways
-heavy emphasis of dialogue
-false “generosity” can only exist in a dominating system
-necessity for both objectivity and subjectivity
-oppressed-oppressor dichotomy
-pedagogy must be formed *with* the oppressed, not just *for* them

quote:
“Consciously or unconsciously, the act of rebellion by the oppressed… can initiate love” (pg.41-42)