Marcuse’s performance principle clearly defines the relations of domination and the process of which it is internalized. Following the Freudian concepts of the reality principle and basic repression, people delay their gratification in order to survive and that their labor is necessary to secure the things needed to live. The performance principle comes into fruition through a societal system that is explained in Marx’s philosophical anthropology, which Marcuse adopts and modifies. The idea is that when people organize collectively, they build an economy that initially is meant to meet everyone’s survival needs and then later becomes a system of profit through technological advancements. Technology increases efficiency, thus allowing for production …show more content…
Freire refers to the culture of silence as a society where its members are merely bystanders or witnesses to life who acquiesce to the norms and oppressive practices of those who rule over them. They do not question their existence or link various elements of the world to one another; the rulers “prescribe” their worldviews and values down to the ruled therefore they define their own reality and the oppressed are not to rationalize or discuss it with others. The banking form of learning contributes to this passivity because relations of domination are also established in the classroom by the teacher to the students. It inhibits creativity and critical thinking because students are provided with “pre-packaged” amounts of information assigned to them by the teacher, who later tests them on the knowledge. The information, Freire asserts, serves the interests of the oppressors who expect the students to adapt and be fit for the world they are witnesses to. The students are not taught to be seen as re-creators of the surrounding environment but rather passive onlookers that do not engage in discussions and are considered educated when they’ve adapted to the world as it is already. The goal of the oppressors isn’t to change the external world around the oppressed, rather to change their level of consciousness. Freire introduces three levels of consciousness, magical conforming consciousness, naive reforming consciousness and critical consciousness. The first is what the banking form of learning constructs because students believe the imbalances in life are merely inevitable and a product of fate. They accept they are oppressed, which Freire claims everyone must do, however rather than accepting and taking action as he says, they accept it and take no