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This test consists of 15 multiple choice questions and 5 short answer questions.

Multiple Choice Questions

1. What does Friere call this system of oppressive education?
(a) Military Education.
(b) Problem-Posing Education.
(c) Banking Education.
(d) Problem-Solving Education.

2. What psychological term does Friere use for the teacher-student type of relationship?
(a) A regressive one.
(b) An actualized one.
(c) A psychotic one.
(d) A dysfunctional one.

3. What form does his education then take?
(a) Given to the whole class.
(b) Must be privately funded.
(c) Tailored to each class and individual.
(d) Tailored to each school.

4. What does Friere say the Banking Education needs?
(a) Structors to enforce their will.
(b) Students.
(c) Exams and grades to rate each students understanding of 'The' knowledge.
(d) Tools to punish students.

5. Why does Friere think that a specific form of education is a contradiction?
(a) It supports the military.
(b) It supports the economy.
(c) It doesn't teach, it just imparts.
(d) It doesn't teach, it only punishes.

6. How does the educator use Themes and Epochal Units?
(a) He tells the students when to avoid them.
(b) He recognizes them and encourages students to do the same.
(c) He tells the students which one is right or wrong.
(d) He tries to ignore them.

7. How did Bode use images to teach students?
(a) By relating one image to another, he encouraged students to link ideas.
(b) He asked students to name the images they saw.
(c) He never used images in the classroom.
(d) He never used words in the classroom.

8. In his teaching of opposed dualisms, what philosopher is Frier referencing?
(a) Kant.
(b) Descartes.
(c) Nietzsche.
(d) Hegel.

9. Why do traditional modes of teaching interfere with the development of a Subject, according to Friere?
(a) Because the subject has to spend their time going to school.
(b) Because a person has to either be in the right or wrong and, therefore, is not their own Subject.
(c) Because the Subject gets taught lessons they are not interested in.
(d) Because the subject has to spend money to go to school.

10. Which of the following is a form of Limit Act?
(a) Choosing any job you want.
(b) Having to take a job you don't like because of poverty.
(c) Holding yourself back from what you want in life.
(d) Being told what to do by a leader.

11. How does this institution 'teach' oppression?
(a) It uses tools of oppression such as caning.
(b) There are political posters on the walls.
(c) It creates an internal 'culture of oppression' in the minds of the student.
(d) It enforces uniforms.

12. Who was Gabriel Bode?
(a) A Chilean dictator.
(b) A Russian Marxist.
(c) A Chilean educator.
(d) A Brazilian teacher.

13. How does Friere's problem-solving education promote equality?
(a) It gives students rights.
(b) Students are paid for their time at school.
(c) Students are allowed to speak when spoken to.
(d) It treats the students with respect.

14. What is 'didactic material?'
(a) Material that is offensive.
(b) Religious material.
(c) Materials such as media, articles and pictures that encourage debate.
(d) Material that is exceedingly provoking.

15. What is the teacher’s role in the problem-solving education?
(a) They do not have a role.
(b) The decider of right from wrong.
(c) A judge.
(d) A facilitator of a dialogue.

Short Answer Questions

1. How does Friere use the term ‘Subject’ in his book?

2. What is the traditional power structure between teacher and students?

3. What is one goal of the Problem-Posing Education?

4. How should didactic material be used, according to Friere?

5. What is an ‘Epochal Unit’?

(see the answer keys)

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