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Jigsaw (Docility and History ("When history and grammar dominate the…

- - - - “I believe that education is the fundamental method of social progress and reform.” (Dewey, 1897, p. 9)
      - • “I believe that all education proceeds by the participation of the individual in the social consciousness of the race. This process begins unconsciously almost at birth, and is continually shaping the individual's powers, saturating his consciousness, forming his habits, training his ideas, and arousing his feelings and emotions.” (Dewey 1897 p.1)
      - “I believe that the school is primarily a social institution. Education being a social process, the school is simply that form of community life in which all those agencies are concentrated that will be most effective in bringing the child to share in the inherited resources of the race, and to use his own powers for social ends.” (Dewey, 1897, p. 3)
- - - - • Students, as they are increasingly posed with problems relating to themselves in the world and with the world, will feel increasingly challenged and obliged to respond to that challenge (Freire, 2005, pg 81)
    - - Children are empty vessles that teachers fill with knowledge then take it back onto a test. The children dont actually learn anything, they are just taught to memorize information and not actually learn what it means.
    - - “The student records, memorizes, and repeats these phrases without perceiving what four times four really means, or realizing the true significance of "capital" in the affirmation "the capital of Para is Belem,"’ (Freire, 2005, p. 71)
        “Narration (with the teacher as narrator) leads the students to memorize mechanically the narrated content.” (Freire, 2005, p. 72)
        
        “This is the "banking" concept of education, in which the scope of action allowed to the students extends only as far as receiving, filing, and storing the deposits.” (Freire, 2005, p. 72)
    - - 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, pg 84)