“Philosophy
of Education-Pedagogy of the Oppressed”
My response to this piece is AMEN!!!!!
(Yes, that statement requires multiple exclamation points for dramatic effect.) Even though this piece is very deep and
required me to buckle up, bring a dictionary and read closely, it fired me up.
Why did it fire me up? Because, as a student, I have endured too many college
professors who prescribe to the “banking concept of education,” leaving me frustrated,
stagnant, irritated and oppressed. I am not an empty “container” waiting to be “filled”
with knowledge and I resent being treated as such! This book should be required reading for EVERY
teacher, including college professors, but that is a rant for another day………..
Obviously this piece resonated with my
student side, and I believe that will be most beneficial for me as a teacher
because I do not want my students to endure this type of “learning” experience. I believe that students need to be engaged
learners and the best way to encourage them is by using the “problem posing” method
of teaching. The critical aspect of this
method requires dialogue between the teacher and students. Teachers that act as “co-investigators in
dialogue” model the process of engaged learning which also demonstrates that
teachers are still learning and growing themselves. I am a lifelong learner and
I hope my students have that desire as well.
I am not omniscient, I make mistakes and that is how I learn. I must model that process for my students.
Some of the language in this piece was
difficult, but some of it reminded me of the language found in the CCSS. The
parts that sounded like CCSS were the parts describing the problem posing
method. It is easy to see why the
problem posing method is superior to the banking model just by comparing how
they are described.
“Banking education (for obvious reasons) attempts, by mythicizing reality, to
conceal certain facts which explain
the way human beings exist in the world; problem-posing education sets itself the task of demythologizing. Banking education resists
dialogue; problem-posing education regards dialogue as indispensable to the act of
cognition which unveils reality. Banking
education treats students as objects of
assistance; problem-posing education makes them critical thinkers. Banking education inhibits
creativity and domesticates (although it cannot completely destroy) the intentionality of consciousness by
isolating consciousness from the world, thereby denying people their ontological and historical vocation of
becoming more fully human. Problem-posing education bases itself on creativity and
stimulates true reflection and action upon reality, thereby responding to the vocation of persons as beings
only when engaged in inquiry and creative
transformation.”
I don’t know about you,
but I want to be in the classroom with a teacher that requires me to engage in
dialogue, think critically, provide activities that stimulate my creativity and
encourages me to be self-reflective throughout the process. Banking education is boring, so I will prescribe to the problem posing methodology because and I would rather engage my students then put them to sleep!
No comments:
Post a Comment