Paulo Freire was a writer in the 20th century within whom arose ideas that changed a lot of the basis that makes up pedagogy. He gave two examples of ideologies pertaining to the subject, The Banking Concept of Education”, which is that which the “oppressive” use to coerce the so-called sheep into being merely receptacles of knowledge, as opposed to being able to absorb the information and use it to improve themselves and the world around the, the latter he called “Problem Posing”. He goes on to explain them both in greater detail here. In Summation, he views “TBCoE”(The Banking Concept of Education) as backwards and unable to fulfill what mankind can truly achieve as an individual. He seems to be in support of the method of teaching Problem Posing because it allows for a better “teacher student” relationship in which both parties learn from each other. In TBCoE the teacher is merely telling the learner to memorize and repeat statements and so forth, effectively becoming unable to flourish into something more. On the contrary, Problem Posing offers both the teacher and “teachee” to evolve by asking questions and growing together as people.
Paulo’s writings are very well rounded and provide the reader with a convincing argument for his bias. Personally, I agree with many of the points he is making and will remember them in future discussions. Specifically I like the way he critiques TBCoE in how in can be used in a selfish way to keep others oppressed, diminishing opening up as a person and finding yourself. I think he is missing something though, being able to memorize and in effect learn according to TBCoE logic, is a good way to absorb information that has proven to take effect in the growing process in the past. Problem Posing allows for interpersonal development between student and teacher that can lead to both learning new things. It also eliminates the drudging process of quizzes, tests, and other tests of ability. This can be good for students who don't score well in such areas.
In my own experience, I have benefitted from both concepts in different ways. TBCoE has helped me in math by memorizing principles of the subject, and in english classes by helping me to remember rules central to language and the proper execution of it. Problem Posing has helped me to better grasp that which I’ve already learned. My teachers would work with us and encourage questions to be asked regularly. Class participation has been rising in schools and seems to help the class get a flow of things. In moderation these to can coioncide to promote a healthy classroom experience.
Paulo’s writings are very well rounded and provide the reader with a convincing argument for his bias. Personally, I agree with many of the points he is making and will remember them in future discussions. Specifically I like the way he critiques TBCoE in how in can be used in a selfish way to keep others oppressed, diminishing opening up as a person and finding yourself. I think he is missing something though, being able to memorize and in effect learn according to TBCoE logic, is a good way to absorb information that has proven to take effect in the growing process in the past. Problem Posing allows for interpersonal development between student and teacher that can lead to both learning new things. It also eliminates the drudging process of quizzes, tests, and other tests of ability. This can be good for students who don't score well in such areas.
In my own experience, I have benefitted from both concepts in different ways. TBCoE has helped me in math by memorizing principles of the subject, and in english classes by helping me to remember rules central to language and the proper execution of it. Problem Posing has helped me to better grasp that which I’ve already learned. My teachers would work with us and encourage questions to be asked regularly. Class participation has been rising in schools and seems to help the class get a flow of things. In moderation these to can coioncide to promote a healthy classroom experience.