Freire’s Problem-posing Method in Reality
In Paolo Freire’s essay, the “Banking” Concept of Education, he makes multiple assumptions and assertions that he wants the reader to accept. One of them being that typical education in a typical learning environment, which he metaphorically refers to as the “banking” concept, is oppressing students and should be replaced with a problem-posing method where students and teachers become equal in learning. Through my years of education, I’ve encountered many different teaching styles that have affected me as a student; however, the best educational experience I have ever received was from my high school calculus teacher, Mrs. Carrico. Although he presents valid points, the reality of my experience has …show more content…
Unlike the teacher-student relationship in Freire’s banking concept, Problem-posing overcomes the boundaries brought by the teacher as being the lone source of power, and “through dialogue, the teacher-of-the-students and the students-of-the-teacher cease to exist and a new term emerges: teacher-student with students-teachers” (Freire 8). By eliminating the teacher as being solely known as the one who teaches, it brings opportunity for the teacher to not only teach the students, but also learn from …show more content…
Having been taught in both classroom settings, I think that the perfect form of education is a combination of both the banking method and problem-posing education. I’ve witnessed this combination in Mrs. Carrico’s classroom, where she would first teach us a new lesson using the banking method, through traditional lecture, book work, quizzes, and tests. Then, she would also teach us through problem-posing techniques. After learning the information, Mrs. Carrico would present us with the opportunity to present to her a real-life problem in which you would need to use the said form of calculus. The class would demonstrate the problems and have an open discussion about them. This took our knowledge of the lesson to the next step, allowing us as students to become critical thinkers and broaden our creative thinking. Freire mentions in his essay that students who have been posed with problems relating to themselves in the world, will “feel increasingly challenged and obliged to respond to that challenge” (Freire 9). I believe Mrs. Carrico increased my awareness to challenges in the world that need calculus, and through the introduction to these problems, heightened my understanding and further provoked my eagerness to complete these tasks and solve real-life
In Paolo Freire’s essay, the “Banking” Concept of Education, he makes multiple assumptions and assertions that he wants the reader to accept. One of them being that typical education in a typical learning environment, which he metaphorically refers to as the “banking” concept, is oppressing students and should be replaced with a problem-posing method where students and teachers become equal in learning. Through my years of education, I’ve encountered many different teaching styles that have affected me as a student; however, the best educational experience I have ever received was from my high school calculus teacher, Mrs. Carrico. Although he presents valid points, the reality of my experience has …show more content…
Unlike the teacher-student relationship in Freire’s banking concept, Problem-posing overcomes the boundaries brought by the teacher as being the lone source of power, and “through dialogue, the teacher-of-the-students and the students-of-the-teacher cease to exist and a new term emerges: teacher-student with students-teachers” (Freire 8). By eliminating the teacher as being solely known as the one who teaches, it brings opportunity for the teacher to not only teach the students, but also learn from …show more content…
Having been taught in both classroom settings, I think that the perfect form of education is a combination of both the banking method and problem-posing education. I’ve witnessed this combination in Mrs. Carrico’s classroom, where she would first teach us a new lesson using the banking method, through traditional lecture, book work, quizzes, and tests. Then, she would also teach us through problem-posing techniques. After learning the information, Mrs. Carrico would present us with the opportunity to present to her a real-life problem in which you would need to use the said form of calculus. The class would demonstrate the problems and have an open discussion about them. This took our knowledge of the lesson to the next step, allowing us as students to become critical thinkers and broaden our creative thinking. Freire mentions in his essay that students who have been posed with problems relating to themselves in the world, will “feel increasingly challenged and obliged to respond to that challenge” (Freire 9). I believe Mrs. Carrico increased my awareness to challenges in the world that need calculus, and through the introduction to these problems, heightened my understanding and further provoked my eagerness to complete these tasks and solve real-life