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Freire DIVVY (Problem-Posing (“Problem-posing education, as a humanist and…
Freire DIVVY
Problem-Posing
“Problem-posing education, as a humanist and liberating praxis, posits as fundamental that the people subjected to domination must fight for their emancipation.” (Freire, pg.86)
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Problem-posing education bases itself on creativity and stimulates true reflection and action upon reality, thereby responding to the vocation of persons as beings who are authentic only when engaged in inquiry and creative transformation. (Freire, 2005, p. 84)
The role of the problem-posing educator is to create; together with the students, the conditions under which knowledge at the level of the doxa is superseded by true knowledge, at the level of the logos. (Freire, 2005, p. 81)
This levels out the playing field so that the teacher can become the student and the student can become a teacher as they collaborate in the classroom setting to make information meaningful
"Problem-posing" education, responding to the essence of consciousness—intentionality—rejects communiques and embodies communication.” (Freire, pg.79)
Connects to Kostylo with this because of idealistic and realistic in that article. With this they want students to see real world things and see how they can implement this in their real life and use it in the real world further than just schooling
There is a focus on adapting to society as it changes and using applicable knowledge in the real world that holds meaning for the student
Banking Theory
“Education thus becomes an act of depositing, in which the students are the depositories and the teacher is the depositor. Instead of communicating, the teacher issues communiques and makes de- posits which the students patiently receive, memorize, and repeat.” (Freire, pg.72)
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“The educated individual is the adapted person, because she or he is better "fit" for the world.” (Freire, 2005, p. 76)
An educated individual is one that is able to adjust to their surroundings and events that are occurring during their lifetime. The way in which this happens will depend upon how one’s teacher chooses to organize the information that the student will learn and what they will learn. The better the teacher is at his or her job, the more a student will be prepared to “fit” into their environment as they are equipped with knowledge.
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. (Freire, 2005, p. 83-84)
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Focuses on more on mythicizing reality and concealing certain facts as to why humans exist in the world.
“banking education maintains and even stimulates the contradiction through the following attitudes and practices, which mirror oppressive society as a whole:
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(f) the teacher chooses and enforces his choice, and the students comply;
(g) the teacher acts and the students have the illusion of acting through the action of the teacher;
(h) the teacher chooses the program content, and the students (who were not consulted) adapt to it;
(i) the teacher confuses the authority of knowledge with his or her own professional authority, which she and he sets in opposition to the freedom of the students;
(j) the teacher is the Subject of the learning process, while the pupils are mere objects.” (Freire, 2005, p. 73)
Goals
They wanted to make the relationship between students more equal to one another and not authoritative by explaining how the teachers are both teachers and learners and so are the students
"His [the teachers] task is to "fill" the students with the contents of his narration— contents which are detached from reality, disconnected from the totality that engendered them and could give them significance" (Freire, 2005, p 71).
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