The second chapter of the pedagogy of the oppressed, explains the “banking concept of education and the loop holes/faults within it. He explains banking education as a wrong method, and proposes a new method of “ problem-posing” education as the most effective one after the comparison of both. According to Friere, the teachers in banking education assume students as passive learners (containers or receptacles), and the teachers take all control, determine what will be learned, and “fill” students with pre-selected information, whereas the problem-posing education allows people to develop their human natures fully because it depends on dialogue, recognizes the relationship between people and the world, encourages discovery and creativity,
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Finally, he explains how they relate to defining literacy. Discourses are not something that is learned, or taught in a classroom, but are acquired over the course of living, working, and interacting with people. All of us acquire a primary discourse early in life through our interactions with parents, siblings, or those closest to us. When our interactions spread to areas outside the home, we develop secondary discourses. Discourses effect our integration into different groups. When discourses are discussed in literacy, there is complex “filtering” or interchange between primary and secondary discourse. Language use exists as one component within the larger construct of a Discourse and James Paul Gee argues that the focus if literacy studies and linguistics should not be language, or literacy but social practices. Gee also describes "Language has a magical property" because when we speak or write we can design and build what we have to say as it is suitable to a particular situation. The tools of inquiry and discourses sections of the book deal with the tools of inquiry that are relevant in building identities and activities and also for recognizing identities and activities that others build. These tools are social languages, discourses, intertextuality and conversations. The main merits of the book are its …show more content…
The connected learning leverages the advances of the digital age to make that dream a reality — connecting academics to interests, learners to inspiring peers and mentors, and educational goals to the higher order skills-the new economy rewards. This is a model of learning that draws on the todays technology to fuse the young people’s interests, friendship, and academic environment through experiences. The connected learning takes advantage of the vast amount of digital and social media available on the internet and the connectedness of today’s culture. The Connected learning is focused on production, taking the diversity of activities and interests that can be pursued through technology and the network of peers and experts available in a connected environment and allowing students to produce, create, experiment, and design. This Connected learning advocates highlight its potential to bridge the gap between formal education methods and settings and interactive, hands-on learning that can happen at home and in other spaces outside of school. This article portrays an encouraging positive example of the successful implementation of connected learning principles in the quest to learn public
Finally, he explains how they relate to defining literacy. Discourses are not something that is learned, or taught in a classroom, but are acquired over the course of living, working, and interacting with people. All of us acquire a primary discourse early in life through our interactions with parents, siblings, or those closest to us. When our interactions spread to areas outside the home, we develop secondary discourses. Discourses effect our integration into different groups. When discourses are discussed in literacy, there is complex “filtering” or interchange between primary and secondary discourse. Language use exists as one component within the larger construct of a Discourse and James Paul Gee argues that the focus if literacy studies and linguistics should not be language, or literacy but social practices. Gee also describes "Language has a magical property" because when we speak or write we can design and build what we have to say as it is suitable to a particular situation. The tools of inquiry and discourses sections of the book deal with the tools of inquiry that are relevant in building identities and activities and also for recognizing identities and activities that others build. These tools are social languages, discourses, intertextuality and conversations. The main merits of the book are its …show more content…
The connected learning leverages the advances of the digital age to make that dream a reality — connecting academics to interests, learners to inspiring peers and mentors, and educational goals to the higher order skills-the new economy rewards. This is a model of learning that draws on the todays technology to fuse the young people’s interests, friendship, and academic environment through experiences. The connected learning takes advantage of the vast amount of digital and social media available on the internet and the connectedness of today’s culture. The Connected learning is focused on production, taking the diversity of activities and interests that can be pursued through technology and the network of peers and experts available in a connected environment and allowing students to produce, create, experiment, and design. This Connected learning advocates highlight its potential to bridge the gap between formal education methods and settings and interactive, hands-on learning that can happen at home and in other spaces outside of school. This article portrays an encouraging positive example of the successful implementation of connected learning principles in the quest to learn public