This paper briefly compares two important figures that have major contributions in education.
The paper includes both educators Paulo Freire and William Brickman and discusses their
contributions’ to the field of Education. In all, this paper reveals the struggle each person
had to overcome to advance in their research, the comparisons and differences between them, as
well as reasons that might have impacted their success.
IMPORTANT SCHOLARS PAULO FREIRE AND WILLIAM BRICKMAN 3
Paulo Freire and his family had no option but to relocate to the countryside of Brazil due to the Crash of Wall Street in 1929 (Flanagan, 2005). Freire personally endured the effects poverty had on education at a young age while living next to impoverished peasantry (Flanagan, 2005). Freire was able to grasp how education is used as a tool by the oppressor to keep the oppressed systemically controlled, dominated, and suppressed (Flanagan, 2005). The oppressed people understood how education in conventional schooling was used by the oppressor to ensure that they lived with the understanding that they are worthless. In this conventional system Freire explained that the teachers are the narrators of knowledge and students are passive learners (Flanagan, 2005).
Freire also contributed to a system where students are passive learners and their job is to listen as the teacher provides them with content of their knowledge, this system is called The Banking Concept of Education. One way that Freire sought to fix this process was by introducing student and teacher discussions. Students would learn by experience and practice, this process would integrate problem solving activities and personal life experiences that the students could learn from (Flanagan, 2005).
William Brickman was a well-respected educator, prolific writer and a prized editor. Brickman was the founder and president of the Comparative and International Education Society (Swing, 1987). William Brickman had a big part in comparative education.
IMPORTANT SCHOLARS PAULO FREIRE AND WILLIAM BRICKMAN 4
After World War II, scholars and educators including Brickman were very concerned that the comparative studies in the United States weren’t considered as a valuable commodity. “The widespread feeling that the comparative study of foreign systems of education is decorative rather than functional and hence of little value to the teacher” (Brickman 1973). During that time learning abroad and sharing information in education was not looked at as a viable solution. Brickman believed, “that encouraging cooperation among specialists in comparative education throughout the world in joint studies, exchange of documents, and first-hand descriptions of education” (Brickman 1973). Brickman had many goals, one of his main goals during his first conference was “to bring together those who teach and those who are otherwise engaged in...