'The Pedagogy of the Oppressed' by Paulo Freire is a complete mix of more educational ideologies and a bit of political and philosophical ideologies from the 1970s. Freire introduces one theory of oppression and suggests another theory of liberation as a solution or way forward. The individual's way of thinking and the awakening of critical awareness are the keys to the individual's liberation. It is possible through a different education where there is collaboration between teachers and students. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an original essay The book is organized into four chapters (including the preface). The book begins with the fear of freedom as an internal problem of the oppressed who are immersed in a situation of oppression. The main point of this book is found in the first chapter where the author asks what would happen if education was reshaped to meet the needs of the oppressed instead of the oppressors using the term “pedagogy of the oppressed”. Here, the author sends a message to oppressed people that they need to see the real world and think about it, which could only happen through “dialogue” in education. “Dialogue” helps human beings to enhance themselves in life. Here, the author states dialogue as a solution to gain freedom or equality from superiority and inequality. Focusing on education, the author emphasizes that educational endeavor can only be successful through “dialogue”, just like efforts towards freedom can be achieved on the basis of “dialogue”. However, one can exert one's efforts to achieve freedom without dialogue, but such movements will not reach any destination. The author also highlights the necessity of his theory and to accept his perspectives one must embrace the factor of change. In the second chapter, the author suggests that there is always stress between individuals trying to become themselves and a rival who continues to hinder them. He argues that oppression is making both the oppressor and the oppressed uncivilized and has forced oppressed individuals to fight for their freedom. In this regard the oppressed must abandon their primitive thoughts about the way of life which is also influenced by a hierarchical system of oppression. Here, the author introduces the "banking education model" as a tool of oppression and compares it to the problem-posing model, explained in detail in the next chapter. For me, the differentiation made here by the author is necessary to be aware of these two concepts which are mainly based on acceptance or rejection of "dialogue", student understanding and creativity or consciousness raising. The author also discusses how a primitive method of teaching leads to passivity of students in learning subjects. According to the author, the teacher-student-centered teaching method must be replaced with a problem-solving learning method that is not based on the static facts taught in books in schools, but rather gives the opportunity to gather all the ideologies and learn together as a group. This group activity will initiate a "dialogue" among the oppressed and expand their consciousness. In the third chapter, the author discusses the replacement of a primitive authoritarian "banking educational model" with the "problem-posing model" in which everyone is a student and teacher at the highest level. same time. The author states how "dialogue" can be the solution to the banking educational model. There cannot be true communication without dialogue and without communication there cannot be true education. The chapter also includes ideas,.