This paper outlines the similarities between Paulo Freire’s ideas on the Pedagogy of the Oppressed and the research results on the Functional Pragmatics by Konrad Ehlich and Jochen Rehbein. It will also examine how both theories are related, connected with each other, what meaning they have for and on teaching, and how its results can be therefore positively used together to get the maximum chances for improving and transforming our teaching. This paper proposes one particular way to do so and gives insights into another perspective on teaching.
Table of Contents
1. Introduction – The Contradiction
2. Functional Pragmatics – The Similarities to Freire‘s Theory
3. The Contradiction’s Solution
4. The Chances for our Teaching
4.1. One Chance – Using Functional Pragmatics in Teaching
4.2. One Example – Functional Pragmatics and Literary Texts
4.3. Conclusion
Research Objectives and Themes
This work aims to dissolve the traditional "teacher-student contradiction" by integrating Paulo Freire’s pedagogical principles with the analytical results of Functional Pragmatics as developed by Konrad Ehlich and Jochen Rehbein. The primary objective is to transform the classroom into a space of authentic education, where teachers and students engage in reflective, eye-level interaction to achieve critical thinking and transformative social action.
- The synthesis of Freire’s revolutionary educational theory with Functional Pragmatics.
- Analysis of classroom communication structures—specifically Lehr-Lern-Diskurs and Unterrichtsdiskurs.
- Implementation of pedagogical strategies, including trust, reflection, and open communication.
- Practical application of Functional Pragmatics to literary texts, exemplified by Max Frisch's "Homo faber".
Excerpt from the Book
4.2. One Example – Functional Pragmatics and Literary Texts
In my first paper on using Functional Pragmatics as a teaching approach with literary texts, I applied this method to the German Classie “Homo faber” by Max Frisch (cf. MARZINZIK, 2021). The story describes a man who lost his love Hanna during the Nazi period (cf. FRISCH, 1977/2016). Now in the narrative present he accidentally encounters the brother of his former best friend Joachim, and discovered that he had once been married to Hanna (op. cit.). Followed by various other accidents, on a business journey to Paris, he gets to know and falls in love with his own daughter, without knowing that he actually has a daughter (op. cit.). In my first paper I applied the Functional Pragmatics exemplary on one short paragraph of Max Frisch’s work “Homo faber” (cf. MARZINZIK, 2021). In this paragraph the main character of the story already knows about his daughter and tries to examine why neither his best friend Joachim, nor his true love Hanna had ever told him about her (op. cit.). The Functional Pragmatics works on different levels: action patterns, linguistic activity, illocutions, procedures.
Summary of Chapters
1. Introduction – The Contradiction: Introduces Freire’s concept of the "teacher-student contradiction" and challenges the traditional hierarchical classroom structure.
2. Functional Pragmatics – The Similarities to Freire‘s Theory: Explores how Ehlich and Rehbein’s linguistic analysis corroborates Freire’s observations regarding the unequal power dynamics in classroom communication.
3. The Contradiction’s Solution: Outlines the three key pedagogical steps—trust, reflection, and communication—necessary to liberate the classroom from oppressive structures.
4. The Chances for our Teaching: Discusses practical methods for implementing these theories in an educational setting.
4.1. One Chance – Using Functional Pragmatics in Teaching: Explores the integration of linguistic analysis as a tool for dialogue and critical engagement in the classroom.
4.2. One Example – Functional Pragmatics and Literary Texts: Provides a concrete application of the methodology using Max Frisch’s "Homo faber" to analyze linguistic procedures.
4.3. Conclusion: Summarizes the potential for transforming traditional teaching and reflects on the broader goal of fostering independent, reflective students.
Keywords
education, Functional Pragmatics, oppressed, teaching, language, literary texts, pedagogy, learning, approach, critical thinking, dialogue, Freire, Max Frisch, classroom communication
Frequently Asked Questions
What is the core focus of this publication?
The work focuses on bridging Paulo Freire’s "Pedagogy of the Oppressed" with the linguistic framework of Functional Pragmatics to resolve power imbalances in teaching.
What are the primary themes discussed?
The main themes include pedagogical transformation, the analysis of classroom discourse, the role of reflection and trust in education, and the use of literary analysis as a teaching tool.
What is the main research question?
The central question is how teachers can dissolve the "teacher-student contradiction" to create an environment of authentic education where both participants act as teachers and students simultaneously.
Which scientific method is utilized?
The author applies the method of Functional Pragmatics (founded by Ehlich and Rehbein) to analyze linguistic activities, combined with Freire’s pedagogical model.
What is covered in the main body of the text?
The main body examines existing classroom communication types, identifies where these types reinforce the "teacher-student contradiction," and offers a new model for pedagogical interaction.
Which keywords best characterize this work?
Key terms include education, Functional Pragmatics, pedagogy, critical thinking, dialogue, and authentic education.
How does the author define the "banking method" of teaching?
The author, referencing Freire, defines it as an oppressive practice where the teacher is the all-knowing subject and students are reduced to mere objects, accumulating information without reflection.
How can literary analysis contribute to the proposed pedagogical shift?
By analyzing linguistic procedures within literary texts, students and teachers engage in a process of mutual discovery, exchange of perspectives, and connection of historical context to present-day reality.
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- Samantha Joanna Marzinzik (Autor:in), 2022, Functional Pragmatics and Pedagogy of the Oppressed. Their Similarities and Chances for Teaching, München, GRIN Verlag, https://www.grin.com/document/1253102
