Conventional and Evolutionary Education Essay Example | Topics and Well Written Essays - 750 words

Conventional and Evolutionary Education - Essay ExampleFriere suggests that the true method of teaching is sensation where a instructor poses the authority and narrates the learning material to the children, who are passive, and whose yet necessary function is to memorize the material theyre existence taught. Theres no involvement of any critical persuasion on their part, they dont truly understand what they are learning or comprehend its meaning. The Banking concept of education, as he dubs is, represents the idea that the students are being filled with knowledge, they are like a vessel or container that accession in substance. Teachers are, in a way, depositing breeding to the account, and the students receive this deposit. However, this fails to achieve the goal, as without any thinking well-nigh the material and its implications and meanings, what occurs isnt really teaching and certainly not imparting wisdom, insights or critical methods of thinking- it is simply memorizi ng data, stretchiness a certain quota of material, nothing more. Friere says that this misses the point entirely, because there isnt really any learning when students are being taught like that. ... The teacher is to be perceived as the one who can give all the answers, the one that knows everything, and does not need to (nor will he ever) learn from his students. This hierarchy and relationship between teachers and students are exceedingly detrimental to students, as they lack motivation, interest or a coherent sense of self as able to learn on their own and being autonomous and competent, not necessarily needing the assistance of the teacher. stubborn to this approach, there is another one called Problem-posing education or method. It comprises first of all of being aware or conscious to the consciousness of things, and specifically in the field of education- how education occurs, by what means, in which system and how the information is taught. It proposes a different way whic h involves more communication, the breaking down of the hierarchy between teachers and students, bringing them at hand(predicate) together. This way also allows teachers to learn from the dialog with their students, rather than it being only the students who learn from the teachers. Through this dialog, the teacher evokes students imagination, reflection and critical thinking, making them very active partners in their learning. Both the teacher and his students are look into together the material being discussed (learned). The educator along with the students creates conditions that allow the knowledge to be passed on in the highest form and in the best way possible, considering what they students think and then re-considering what he had previously thought. Problem-posing education entails the breeding of the ability to perceive how we exist in the world in which and with which we live. It regards the world as a verity that is always changing and transforming, rather