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If a teacher has a certain premeditated lesson, then there can be no true independence on behalf of the student, because both the banking and problem-posing concepts are anti-autonomous.
According to Freire, “Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other” (244).
This means that true comprehension can only be fashioned though conversation, questioning, and sharing of one’s interpretations by all persons in the classroom.
For all intents and purposes, the teacher is always an authority, no matter what.
However, inherent in the problem-posing method is a two-pronged line of attack, meaning there are two classroom modes within the one problem-posing method.
, Freire passionately expounds on the mechanical flaw in the current system, and offers an approach that he believes medicates the learning-teaching disorder in the classroom.
The flawed conception, Freire explains, is the oppressive “depositing” of information (hence the term 'banking') by teachers into their students.
In the instance of true dialectic, the student regards the minimal authority as a non-threat, whereby the student then becomes the final authority on their convictions.
In the real world, this is instrumental in fostering a society of enlightened, open-minded and independent persons.
One is pseudo-dialectic, which is the illusion of students and teachers actually “discovering” knowledge with and from each other, because the teacher poses a question but already has the solution in mind.
In this way, the students are directed towards a particular outcome, and do not have independent thought-processes.