Reflecting on the week’s readings and considering the topic of Theoretical Perspectives on Teaching – Democratic/Political Perspectives, I am drawn to organize the perspectives of the early philosophers based on the desired outcome or goal and the methods used to reach the desired goal. If the educational goal or desired outcome is to simply continue existing, which may imply growing from immature to mature (Dewey, 1916), progressing from savage to civilized (Fallace, 2012), or from ignorant to knowledgeable (Freire, 1993), a simple linear historic approach to education may suffice. Within this approach, one in which a society would progress along a single continuum to ensure its continued existence, methods of informal education may be utilized.
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Formal education must be intentional in creating a learning environment that welcomes student inquiry and critical thinking (Fallace 2012; Freire, 1993; Rossatto, 2008). Students and teachers must be free to discuss current events, as well as historical events, that will ensure the growth of the student. In addition, diversity should be recognized and viewed as a way to understand history (Dewey, 1916; Fallace, 2012) versus being used as a way to limit potential or continue to oppress the oppressed. Communication, which gives life meaning (Freire, 1993), should be used to inspire curiosity and promotes solidarity with others (Rossatto, 2008). The banking concept of education, which is viewed as an oppressive structure (Freire, 1993; Rossatto, 2008), should not be employed. Students should not be viewed as having nothing to contribute. Instead, an environment that provides cooperative learning between the student and the teacher, where the teacher is also at times a learner (Freire, 1993), will ideally push all the participants, students and teachers, to reach higher goals than just continuing to
Formal education must be intentional in creating a learning environment that welcomes student inquiry and critical thinking (Fallace 2012; Freire, 1993; Rossatto, 2008). Students and teachers must be free to discuss current events, as well as historical events, that will ensure the growth of the student. In addition, diversity should be recognized and viewed as a way to understand history (Dewey, 1916; Fallace, 2012) versus being used as a way to limit potential or continue to oppress the oppressed. Communication, which gives life meaning (Freire, 1993), should be used to inspire curiosity and promotes solidarity with others (Rossatto, 2008). The banking concept of education, which is viewed as an oppressive structure (Freire, 1993; Rossatto, 2008), should not be employed. Students should not be viewed as having nothing to contribute. Instead, an environment that provides cooperative learning between the student and the teacher, where the teacher is also at times a learner (Freire, 1993), will ideally push all the participants, students and teachers, to reach higher goals than just continuing to