As I am crawling through the cornfield stubble on a cold December evening, with my bow clenched tightly in my right fist, I become more aware of the hard dirt stabbing into my knees as I inch my way towards the grove. My hands are white from the numbing wind; the gusts pricking my face that sends a cold chill down my spine. As I lose the feeling of my face and my eyes begin to water, I only have one thing in mind, venison. I arrive to the grove, and make shelter behind a large oak. I scan the grove and my eyes land upon large antlers through the wood. I give a deep grunt in my call, and the deer trots my way. The adrenaline rushes all the cold and pain out of my body. As I draw my bow back, I patiently wait for the deer to walk out of the brush.
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It started with my dad sitting me down at the dinner table reading the hunters safety book. This book was Hunter Safety: Educational Handbook. It contained many laws and tips on how to be a hunter and have success. I was told to read it from cover to cover and mark down the places that I didn’t fully understand and needed further explanation. I did just that. There was nothing I hated more than reading at that time, but my eagerness to learn how to hunt trumped my hatred of books, so I dove right in. At the end of each chapter I read, my dad would give me quizzes on what I had learned. For every question I got incorrect, I would be lectured more on that information. Looking back at this, it reminds me of Paolo Freire’s banking concept of education. This concept refers to educators depositing their information into the students just like a bank. “In this view, man is not a conscious being; he is rather the possessor of a consciousness: an empty ‘mind’ passively open to the reception of deposits of reality from the world outside.” (Freire 77) What Freire is saying about this method is that there is no resistance in this learning. There is no creative thought in this process but only acceptance to what is being taught. As I sat there and listened to my dad talk about why it is i should never have an arrow nocked, ready to shoot, if I do not intend to shoot it, I …show more content…
Little things that you wouldn’t think would have a large impact but can have a large influence on where the arrow ends up. I think this is similar to subjects that you can find in a traditional school setting. For example, in accounting if you credit one account when you should have debited it, that small mistake could cost you your job, just like if you don’t place the string of the bow on the wrong part of your cheek that could cost you the animal you are pursuing. If we are learning the basics of accounting or finding the correct place to put the string of a bow on your cheek this would be an example of the problem posing education. Problem-posing education solves the student-teacher contradiction by recognizing that knowledge is not deposited from one to another like the banking concept, but is instead translated through dialogue between the two. If it were from sitting in accounting class, or learning to shoot a bow, if I don’t ask questions and understand why something has to be the way it is, I am more likely to forget and possibly make what seems to be a small mistake which has a large impact in the end. With this “dialogue” the student is more engaged in learning and has a better understanding of what is being taught. “The students—no longer docile listeners—are
It started with my dad sitting me down at the dinner table reading the hunters safety book. This book was Hunter Safety: Educational Handbook. It contained many laws and tips on how to be a hunter and have success. I was told to read it from cover to cover and mark down the places that I didn’t fully understand and needed further explanation. I did just that. There was nothing I hated more than reading at that time, but my eagerness to learn how to hunt trumped my hatred of books, so I dove right in. At the end of each chapter I read, my dad would give me quizzes on what I had learned. For every question I got incorrect, I would be lectured more on that information. Looking back at this, it reminds me of Paolo Freire’s banking concept of education. This concept refers to educators depositing their information into the students just like a bank. “In this view, man is not a conscious being; he is rather the possessor of a consciousness: an empty ‘mind’ passively open to the reception of deposits of reality from the world outside.” (Freire 77) What Freire is saying about this method is that there is no resistance in this learning. There is no creative thought in this process but only acceptance to what is being taught. As I sat there and listened to my dad talk about why it is i should never have an arrow nocked, ready to shoot, if I do not intend to shoot it, I …show more content…
Little things that you wouldn’t think would have a large impact but can have a large influence on where the arrow ends up. I think this is similar to subjects that you can find in a traditional school setting. For example, in accounting if you credit one account when you should have debited it, that small mistake could cost you your job, just like if you don’t place the string of the bow on the wrong part of your cheek that could cost you the animal you are pursuing. If we are learning the basics of accounting or finding the correct place to put the string of a bow on your cheek this would be an example of the problem posing education. Problem-posing education solves the student-teacher contradiction by recognizing that knowledge is not deposited from one to another like the banking concept, but is instead translated through dialogue between the two. If it were from sitting in accounting class, or learning to shoot a bow, if I don’t ask questions and understand why something has to be the way it is, I am more likely to forget and possibly make what seems to be a small mistake which has a large impact in the end. With this “dialogue” the student is more engaged in learning and has a better understanding of what is being taught. “The students—no longer docile listeners—are