In Chapter two of his book “Pedagogy of the Oppressed” Paulo Freire identifies issues in the paradigm of “Banking Education” and supplements “problem-posing education” as the alternative. This approach puts the emphasis on learner engagement and critical reflection on material moderated by the teacher instead of the teacher implanting rigidly defined information with no recourse to critical or personal thought. On this Freire writes: “In problem-posing education, people develop their power to perceive critically the way they exist in the world with which and in which they find themselves; they come to see the world not as a static reality, but as a reality in process, in transformation” (p. 56). I’m fond of this approach as it identifies learning as an interplay as opposed to a mechanical one-directional action. Further the interplay is dynamic and fluid, the knowledge itself draws on the reader’s prior knowledge to be defined, but also contributes to it and continues to redefine itself.
The following is a link to the chapter: file:///Users/Miles/Downloads/62084–ch2bankingeducation–2016w1-edst401-011-educationschoolandsocialinstitutions-marom–c%20(2).pdf
Freire, P. (1993). Pedagogy of the Oppressed. Continuum.
