1PHP111: Freire’s Problem-Posing Model – Assessment Answer

Introduction

Everyone has a different method of teaching, some of which are successful and others of which are not. However, the advantages of such educational strategies are frequently transient. Instead, instruction should be designed to ensure that the information students learn practically sticks with them forever.

Paulo Freire, who "had a different concept of teaching in relation to others," was referred to as "one of the most influential radical educators of our world" (Nelson & Chen, 2022). He believed that many instructors' methods of instruction prevented students from fully comprehending or absorbing the subject matter. He thought that giving students greater responsibility in the classroom would improve their learning. He believed that the idea of banking was a bad strategy. One of the most unconventional and demanding educational theorists of his day was Freire. He promoted a cutting-edge strategy for public education. He argued in favour of a system of education that prioritised independent thought and creative learning. The "the problem posing" idea was the name of Freire's tactic (Nelson & Chen, 2022). As both parties share equal responsibility for the learning process, it would enable communication between students and teachers through dialogue.

According to Freire, a student's function in the classroom should not be restricted to merely absorbing and repeating predetermined content. He feared that doing so would oppress and subjugate people. It was referred to as "banking" to characterise this tactic. Freire lays forth the background of his ideas and any potential pitfalls in the prologue. He attributes his motivation for writing this to his experiences as a teacher and political exile in Brazil (Khandekar, 2021). He witnessed his pupils' irrational fear of freedom, or, more accurately, their aversion to changing the status quo, during this time. The book's possible criticisms of Freire are then examined. He also admits that his argument will likely have holes in it and that radicals who see the world as dynamic and ever-changing are the best audience for his work. Since Freire grounds his method for obtaining freedom on the experiences of the poor and middle class with education, he believes that his beliefs are anchored in reality and not purely theoretical. In chapter 2, Freire lays forth his theories on education. The "banking" approach to schooling is brought up first. He claims that narrative is fundamental to teaching and learning. The teacher does all the talking, while the pupils sit quietly and remember what they hear. The absence of practical application has led to a more receptive approach to learning on their part. This strategy of teaching is also known as the banking model of education. Despotism and the banking business are inseparable. It assumes that the teacher knows best and that students should blindly obey instructions. They are not allowed to ask their teachers any questions (Hellemann, 2022). This restriction of freedom highlights the connection between tyranny and the current economic paradigm of schooling. According to Freire, the banking paradigm of education should be replaced with the problem-posing method (Mahardhani & Utami, 2022). This method encourages two-way communication between the educator and the learner. As everyone learns alongside one another, the divide between them fades, creating a more just and liberated society. There are several ways in which the school funding mechanism is unfair. The student is, in effect, dehumanised. If they are taught to accept the instructor's predetermined interpretations of the world, they will never question such interpretations on their own. This form of education encourages students to take everything at face value (Candiasa et al., 2018). This complicates the beginning stages of humanization. If kids are just trained to take in information passively, they will never learn to recognise oppressors.

Freire acknowledges that many educators lack awareness of how their "banking" method of teaching promotes inequity. It's possible, he says, that some students may see, even as they're learning, that this method of instruction undermines their potential to grow as "beings for themselves." Instead of just teaching students how to function in society, educators should engage students in robust discussion about the world. Instead of enforcing rules, constraints, and assessment criteria, teachers should work with students to humanise them. A professor can't read their students' minds, and the students can't make them think the way they do. According to Freire, meaningful thought can only be generated via active conversation based on an ever-evolving reality.

This chapter challenges the theory that social hierarchies are optimal. Whether at work, at school, at church, or at home, people have always been organised under a leader. The rules are decided by one person or a small number of individuals, and everyone else must comply. Those at the top are thought to be the best, the strongest, or the wisest. Therefore, those at the opposite end of the spectrum, the lowest members of society, must be slothful and uninformed, according to this polarised viewpoint (Shor, 2020). In order to keep things, the way they are, oppressors spread false information, reinforcing the belief that only those in power can know the truth. Think of a lecture hall at a university. The class listens attentively to the lecturer and takes notes assiduously on their notebooks (Brunstein et al., 2021). They cram the professor's every word into their heads the night before tests, then write it all down verbatim. The students whose responses best capture the essence of what the lecturer has been trying to convey usually fare well. By seeing pupils as empty vessels to be filled with someone else's ideas, the "banking" approach to education reduces them to mere objects. This approach furthers the misconception that authority figures like professors are the only ones capable of knowing the truth. The professor imparts knowledge to students who would otherwise know nothing.

Problem-posing instruction works because it engages students with questions that are directly applicable to their lives. Responding to these questions and continuing to connect with and question the world helps people develop the ability to recognise critically how they exist in the world. To recognise that human beings are "beings in the process of becoming," problem-posing education must view reality as "in process, in transformation." The idea of change and transformation is central to problem-based learning. Through discussion, oppressed people gain perspective on their place in history. As a result, they have a better understanding of how to effect social change and overcome tyranny. Therefore, it "engages people as beings aware of their incompletion."

My personal high school experiences lead me to believe that the idea of posing problems is highly accurate. Like creative writing and art, these classes were often chosen by the students themselves (Suarlin et al. 2021). My art instructor in school always told us to use our imaginations to the fullest. After much deliberation amongst the group, we would determine what to do. We would debate whether we agreed or disagreed with the instructor's assessment of the task. The final choice belonged to us because we created it. We gave the canvas definition, which allowed it to merge with our essence. This mindset was conveyed by one of my creative writing teachers. We were allowed to write on anything that increase our curiosity. It was a real pleasure to be able to write without any limitations, which he kindly gave. It appeared like we were all mentoring each other because we were all presenting our own pieces in a group setting. Additionally, I believe that this is a novel and progressive method to teaching and learning. The major issues affecting our day will be resolved via this type of education. This type of education also encourages the development of more utopian societies across the world. The kind of discussion that is triggered by problem-posing education increases the likelihood that students will ask questions and work through problems until they fully understand them.

By adopting this model, I feel like was no pressure will put on students, and everyone can be comfortable talking to others and asking them questions. According to Freire, this idea provides the moral foundation for conversation. Because of this idea, students can be confident of asking questions and sharing their opinions with the professors. No one would feel stifled in any way, and so able to open up to the classmates and ask them any questions that came in mind. According to Freire, this idea provides the moral foundation for conversation (Brunstein et al., 2021). This idea made me feel like there was no barrier between students and my professor.

Conclusion

In the end, I think Freire intended for this to change the world when he wrote it. In his texts, the terms "revolution" and "liberation" are frequently used. In his writings, Freire expresses his belief in a society free from oppression and claims that "problem-posing education does not and cannot serve the interests of the oppressor." Freire emphasises one of the key ways that education may be repressive. If we examined the existing status of education in our culture and made an effort to compile a list of the numerous storage methods now in use, I believe we could considerably enhance educational standards.

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