Paulo Freire: Reflection 3

Paulo Freire

Paulo Freire was a Brazilian educator and theorist who introduced the theory of “problem posing” education. He strongly critiqued the way that most institutions taught and the way the education was occurring in society. He believed that education should be questioned and that it should not simply be supplied information. Freire felt that there should be a strong relationship between the teacher and the students and that all students should be successful. Problem posing education focuses on discussion and becomes much less oppressive toward the students. His theories of education eventually led to what is now called “critical pedagogy”. 

            Problem posing education is a form of education that creates the teacher and the student to be equal. The teacher does not simply supply the information and an “all-knowing” person to the student, but rather supplies the information through other means such as discussion and in a way that the teacher is also learning from the student. This form of education is meant to specifically help the student in their life, and not just a set of predetermined outcomes. There is not a set time frame that topics must be covered by; the next topic begins when the student fully comprehends the first topic. This is something that is very unique to this form of education and very helpful for the students. If a person is not grasping a concept then the concept will be taught until it is fully learned. Evaluation of students is not done in the typical tests and papers, but is also done in more non-formal ways, such as discussion. This helps students who learn in different ways and gives everyone a better chance in doing well in their subjects

The banking method of education is what is commonly seen today. This is what is typically considered lecture style learning. In this case the teacher is the authority and the students take in the information that is supplied. Freire uses a metaphor of a bank to show how education in our society happens. He compares the student to an empty bank vault and the information and knowledge as the bank deposits. Freire considers the teachers to be the people who are filling the “vaults”, or the minds of the students. This metaphor is where the name of this form of education comes from. Outcomes are what learning is based off of in this form of education. Unlike in problem posing education where goals are used to decide what will be taught. The banking method of education is graded with the grade scale that we are very used to today. Marks are given from a range of A to F or in percentage forms. There is a very clear mark that is the difference between what is considered a passing grade and what is considered a failing grade, and it has become common knowledge.

An example of problem posing education is when I used to work as a swim instructor and lifeguard at a local pool. Lessons are taught in very small groups, a maximum of eight students were in every class. This gave the students more one on one time with the instructor and more of a chance to work on their skills. The one on one contact between the instructor and the student gives the student a better chance to succeed and improve on their skills. The smaller class and one on one with the instructor also allows for more discussion. While swimming is a very practical thing to learn discussion is also very important. It helps the student understand exactly what it is they should be doing with their arm, legs, stomach or other body parts in the water. The student is also able to ask questions more frequently and express how they feel about a certain stroke and what they are trying to do with their body. Discussion is also used frequently in adult swimming lessons. The students will explain what it is exactly that they want to learn and why, sometimes they want to learn for safety and others are there just for fitness. The class is then altered to fit everyone’s individual needs. Another aspect in swimming lessons that is very much like problem posing education is that there is no pass or fail. A level is either completed, or uncompleted. It is looked at as an ongoing process and a level will be continued as many times as needed for that student. Each skill or stroke is learned in a progression leading to the next and each skill and stroke is taught until it is fully mastered to the student’s best ability.

            Critical pedagogy and the banking method are very different forms of education. While the banking method is used more frequently there are cases where the problem posing method is used in certain ways, like in the swimming lessons that I used to teach. It differs from the form of education that is commonly used but can be very rewarding and productive for the students that are being taught in this way.