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In reaction Freire said, “Education must begin with the solution of the teacher-student contradiction, by reconciling the poles of the contradiction so that both are simultaneously teachers and students” (Freire, p.319).
This is in sharp contrast to the teaching style that was criticised by Freire.
More importantly, learning is facilitated through dialogue characterised by a symbiotic relationship wherein teachers and students learn from each other.
Paulo Freire made an astute observation when he said that the teacher-student relationship has a narrative characteristic and therefore in the process of teaching: “The contents, whether values or empirical dimensions of reality, tend in the process of being narrated to become lifeless and petrified” (Freire, p.318).
This is the reason why the author contended that a conventional teaching style is ineffective and downright boring.
In this system students are made more aware, making them more conscious about the issues and the problems that surround them.
According to one commentary, “Through critical, dialogical investigation, participants begin to understand their world in a depth hitherto unknown to them: that which was once hidden, submerged or only superficially perceived begins to ‘stand out’ in sharp relief from other elements of awareness” (Roberts, p.295).
Thus, it is best for teachers to learn to adapt between the “banking” type of teaching and the “problem-posing education” methodology that was proposed by Freire.
In almost every classroom in the world today one can see a teacher speaking to a classroom full of students.
There is indeed a need to develop a kind of system that allow students be more creative, to help them develop the skills for problem solving and not just a mode of behaviour adept in the art of memorising data without even knowing how to utilise it to create a better world.
The alternative solution is labelled “problem-posing education” (Freire, p.323).