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Exploring the Most Pressing Problems in Education: Perspectives from Paulo Freire and bell hooks Educators and philosophers like Paulo Freire and bell hooks have made indelible contributions to the field of education. In order to demonstrate the transformative potential of education, Freire advocated on behalf of the powerless. However, bell hooks, especially in her book "Keeping Close to Home: Class and Education," looked at the connections between socioeconomic status, racial identity, and family dynamics in the classroom (Specia & Osman, 2015). The writers agree that many things could be improved within the educational system. Freire and Hooks argue on this piece's most pressing issue in contemporary education. By reading and analyzing people's words, we hope to understand what they value most. In contrast to Hooks' emphasis on students' socioeconomic origins and family histories, Freire's work centers on the shortcomings of educational institutions. Evidence from the authors' writings will provide a nuanced understanding of their beliefs in this article. These facts together will make for a convincing argument, illuminating the most pressing issue in education as these important individuals see it. The primary principle of Paulo Freire's pedagogy is the idea that students may and should be empowered via their learning. He thought mainstream schools frequently helped perpetuate harmful social systems like class division and the slavery of people experiencing poverty. Freire believes a quality education should teach students to challenge authority, look at problems from several angles, and take the initiative to make a difference in the world. "Education either functions as an instrument that is used to facilitate the integration of the younger generation into the logic of the present system and bring about conformity," argues Howard Zinn. "Or it becomes the practice of freedom," he continues, "how men and women deal

critically and creatively with reality and discover how to participate in transforming their world."An education that promotes active thought rather than passive knowledge acquisition is liberating. Students who hoard their resources miss out on developing the critical thinking skills needed to effect positive change in the world. Education's priority should be making classrooms more comfortable for instructors and students by encouraging dialogue and active participation. Financial Institutions as Teachers: Additionally, he attacked the "banking model" of education, which views pupils only as receptacles for information. The use of this strategy is counterproductive to analytical and original thought (Pereira & Silva, 2019). In Freire's view, the injustices that already exist are reinforced by these structures. Student participation in movements for freedom and social change, he said, is hindered by students' need for more critical thinking skills. According to Freire, education must be rethought to equip people to fight oppressive structures and create a fairer and equal society. In her book "Keeping Close to Home: Class and Education," Bell Hooks examines the link between socioeconomic status and schooling to provide a fresh viewpoint. Hooks analyses how social class, family dynamics, and academic achievement are intertwined. She candidly discusses the challenges she and other students from disadvantaged backgrounds encounter on the path to higher education. It stresses the need to be connected to one's community and loved ones while pursuing educational opportunities. It is not only you kids that are involved. You must talk about the past. You do not take people at their word. You already knew that, however. Furthermore, there are times when people need to talk about their emotions because they are going through something they do not know about or did not identify. You must understand the significance of this discussion. Hooks emphasizes the risk of alienation and loneliness when people seek higher education but get disconnected from their support systems at home. She

maintains that pupils' backgrounds should be considered and respected in the classroom. Hooks argues that the best way to break down class divisions is for people to talk about it openly and frankly in their homes and communities (Cohoon, 2023). Hooks thinks that learning should not demand that students give up their individuality and culture. Instead, it should encourage a warm and accepting community where students feel safe expressing themselves and maintaining relationships with their families and localities. The power of education to change lives is a theme both Freire and Hooks share. They believe education is the key to enabling people to stand up to repressive systems. They look down on top-down methods of teaching that make pupils feel like they are receiving information rather than creating it. Each author emphasizes teaching students to think critically and see things from several perspectives. They teach children to challenge authority, express themselves openly, and take charge of their environments. Both Freire and Hooks stress the significance of students reflecting on how their backgrounds impact the way they see the world. Both emphasize the importance of considering a person's socioeconomic status, race, and family history. When discussing bigger themes of social and economic inequality, Freire utilizes the condition of people with low incomes and the illiterate as a prism (Low, 2021). Hooks is a student from the working class. Therefore, she has a more introspective and private outlook on life. Hooks' writing is more personal and focuses on her own experiences to make her claims, contrasting Freire's more academic and abstract approach. While Freire views education as a way to liberate oppressed peoples, hooks emphasize the challenges of being true to oneself and connected to one's community while broadening one's horizons. Both Freire and Hooks' approaches to teaching are widely considered to be groundbreaking. They pose a threat to the conventional methods of teaching by encouraging students to think for themselves and take part in class

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discussions. They advocate for a more open-ended and transformational approach to learning that places a premium on open dialogue, reflection, and community service. These concepts need a change in pedagogical approaches, prioritizing giving students time and space to think critically, work together to solve problems and reflect on their learning and progress. Educators need to keep in mind the varied experiences and perspectives of their students, as well as the barriers those students may face in their pursuit of knowledge. Education, both for personal freedom and for the advancement of social justice, is emphasized by both Freire and Hooks. Addressing structural disparities, fostering diversity, and giving kids a voice is all necessary for implementing these concepts in classrooms (Alejandra Frausto Aceves et al., 2022). For Paulo Freire, students' inability to think critically and the persistence of authoritarian institutions are the two most pressing issues in today's classrooms. He contends that the existing educational system is often used to sustain social hierarchies and power systems. The "banking model" of education weakens students' agency, emphasizing information intake rather than production. According to Freire, the problem is that students are not treated as unique people; hence, their potential as change agents is disregarded. Education risks becoming a tool for compliance rather than freedom if it does not encourage critical discourse among students and forces them to confront cultural norms. Bell Hooks argues that pupils' disconnection from their socioeconomic class and family history is the most important issue in the classroom. She argues that students' separation from their communities and families due to institutionalized education might cause them to lose their sense of who they are. She claims that the underlying issue is that schools fail to acknowledge and value the perspectives of children from different socioeconomic backgrounds. According to Hooks, students' feelings of alienation and marginalization are

exacerbated when teachers fail to consider students' cultural and personal differences. A student's mental health and learning ability might suffer if they feel alone at school (Espinosa-Dulanto et al., 2013). Both Freire and Hooks point to serious problems in the classroom, but their theories still need their detractors. It is often said that today's standard educational institutions actively seek to include and value the perspectives of students from all backgrounds. Others argue that standardized testing and curricular requirements are essential for schools to continue providing quality education and giving all children a fair shot at reaching their full potential. It is important to remember, however, that these replies do not necessarily disprove Freire and Hooks' worries. Education has become more available, but there is still a long way to go before we can fix the underlying problems and teach today's youngsters to think critically. However, the theories of Freire and Hooks give substantial insights into the continuous issues within the educational system, even though the greatest obstacle in education may alter based on context and viewpoint. Regarding the most pressing issue in education, I am siding more with bell hooks than with Paulo Freire. Much of what both authors say resonates with me. However, I particularly relate to Hooks' focus on the disconnection many young people today feel from their class and family histories. Hooks claims modern education is fundamentally flawed because it encourages students to deny their cultural identities. Because I went through it, I can attest to the fact that it can have a serious negative effect on a student's academic career. It is difficult to pay attention in class when you do not know anyone in the teacher's or classmates' families. A loss of social connections can lead to feelings of isolation, leading to self-doubt, identity crises, and a loss of motivation to continue with one's education.

Furthermore, hooks argue that students' sense of belonging is maintained across social classes when teachers fail to recognize and confirm students' experiences. This is problematic because it limits the benefits that schools can gain from valuing and fostering students' unique life experiences and points of view. If we are serious about finding a solution to this problem, we must focus on making schools more welcoming of students from diverse backgrounds. The diversity of classroom experiences must be recognized and celebrated if education is to be truly formative and empowering for all students. While I agree that Freire's concerns about oppressive systems in education are valid, Hooks' emphasis on the personal and emotional aspects of the educational journey was more reflective of my own experiences. The paper concludes by thoroughly examining the views of two eminent educators, Paulo Freire and Bell Hooks, on the most pressing issue in contemporary pedagogy. According to Freire and Hooks, many of the issues plaguing contemporary educational institutions result from limiting structures, a lack of critical awareness, and the distancing of students from their social and familial backgrounds. Although both sides of the argument have their merits, I am more on Bell Hooks' side. I know firsthand how common it is for college students to feel distant from their heritage. In order to create learning environments that welcome and support students from diverse cultural backgrounds, it is essential to identify and address this issue. In this article, we have focused on how to solve some of the most pressing problems in education using the theories of Freire and Hooks. This further stresses the need to reevaluate and alter our educational institutions to ensure that they not only transmit knowledge but also enable individuals to question, reflect, and learn while maintaining vital relationships with their histories and communities.

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References Alejandra Frausto Aceves, Betzabe Torres-Olave, & Tolbert, S. (2022). On love, becomings, and true generosity for science education: honoring Paulo Freire . 17 (2), 217–230. https://doi.org/10.1007/s11422-021-10098-w Cohoon, M. (2023). Thinking with bell hooks and Paulo Freire: A Syllabus for the Digital Middle East. IDEAH . https://doi.org/10.21428/f1f23564.1f310314 Espinosa-Dulanto, M., Humpal, D. L., Pitre, L., & Santana, J. S. (2013). Liminal Spaces and Call for Praxis(ing). In Google Books . IAP. https://books.google.com.pk/books? hl=en&lr=&id=zgQoDwAAQBAJ&oi=fnd&pg=PA27&dq=Paulo+Freire+and+bell+hoo ks+and+education&ots=POreKZR9ym&sig=kDhxVZQsjlknt0xXfFWpG_uiPVw&redir_ esc=y#v=onepage&q=Paulo%20Freire%20and%20bell%20hooks%20and %20education&f=false Low, R. (2021). Recovery as resistance: bell hooks, engaged pedagogy, and Buddhist thought. Critical Studies in Education , 1–16. https://doi.org/10.1080/17508487.2021.1990976 Pereira, F. S. M., & Silva, F. C. A. (2019). Teoria e prática no ensino jurídico. Revista de Direito da Faculdade Guanambi , 6 (01), e236. https://doi.org/10.29293/rdfg.v6i01.236 Specia, A., & Osman, A. A. (2015). Education as a Practice of Freedom: Reflections on bell hooks. Journal of Education and Practice , 6 (17), 195–199. https://eric.ed.gov/? id=EJ1079754

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