Critical Pedagogy
Critical pedagogy is an educational approach proposed by Paulo Friere for developing critical consciousness or critical awareness in the learner. Critical consciousness is ability to critically perceive the causes of social, political and economic oppression and to take action against the oppressive elements of society.
Critical pedagogy enables student to question and challenge domination, the beliefs and practices that dominate.
Critical pedagogy is defined as an education methodology that seeks to increase student awareness of the hidden curriculum’s inequalities and multiple form of oppression that exist in the society, and encourage them to take step towards creating a more democratic and equitable society.
The aim of Freir’s critical pedagogy is to restore to marginalized groups their stolen ‘voice’, to enable them recognize identify, and give their name the things in the world.
Characteristics of critical pedagogy
1. Critical pedagogy is based on the presumption that all education is pedagogy
2. It provides the learner with tools to better themselves and define the world .
3. Its approach is issue based or problem based .
4. It provides the learner with the tools to analyze critically how and on whose benefit the knowledge is constructed .
5. Critical pedagogy transforms the learner from objects to subjects.
6. It aims to create a more egalitarian and just society.
7. It transforms the learner from the role of passive listener to active participants.
8. Critical pedagogy argues for an approach to education that is rooted in the experiences of marginalized peoples.
9. It is focused on dialogue instead of a one-way transmission of knowledge.
10. It envisages a transformed world, i.e., a more democratic, more just and more egalitarian world.
11. Critical pedagogy needs to create new forms of knowledge through its emphasis on breaking down disciplinary boundaries and creating new spaces where knowledge can be produced
Banking system of education
The term ‘banking system education’ is a phrase used ironically by Paulo Freire to describe the prevailing system of education, He called the traditional system of education as ‘banking education‘ because in this system teachers make deposits of information and knowledge into the empty accounts of students, in a similar manner one operates a bank account. The traditional education, as conceived by Friere, is an act of depositing, in which the students are the depositories and the teacher is the depositor. In this system of education, the teacher lectures, and the students receive, memorize, and repeat.
Characteristics of Banking Education
1. The teacher teaches and the students are taught.
2. The teacher knows everything and the students know nothing.
3. The teacher thinks and the students are thought about.
4. The teacher talks and the students listen-meekly.
5. The teacher disciplines and the students are disciplines.
6. The teacher chooses and enforces his choice, and the students comply.
7. The teacher chooses the program content, and the students adapt to it.
8. The teacher chooses the program content, and the students adapt to it.
9. The teacher confuses the authority of knowledge with his own professional authority, which he sets in opposition to the freedom of the students.
10. The teacher is the subject of the learning process, while the pupils are mere objects.
Critical pedagogy is an educational approach proposed by Paulo Friere for developing critical consciousness or critical awareness in the learner. Critical consciousness is ability to critically perceive the causes of social, political and economic oppression and to take action against the oppressive elements of society.
Critical pedagogy enables student to question and challenge domination, the beliefs and practices that dominate.
Critical pedagogy is defined as an education methodology that seeks to increase student awareness of the hidden curriculum’s inequalities and multiple form of oppression that exist in the society, and encourage them to take step towards creating a more democratic and equitable society.
The aim of Freir’s critical pedagogy is to restore to marginalized groups their stolen ‘voice’, to enable them recognize identify, and give their name the things in the world.
Characteristics of critical pedagogy
1. Critical pedagogy is based on the presumption that all education is pedagogy
2. It provides the learner with tools to better themselves and define the world .
3. Its approach is issue based or problem based .
4. It provides the learner with the tools to analyze critically how and on whose benefit the knowledge is constructed .
5. Critical pedagogy transforms the learner from objects to subjects.
6. It aims to create a more egalitarian and just society.
7. It transforms the learner from the role of passive listener to active participants.
8. Critical pedagogy argues for an approach to education that is rooted in the experiences of marginalized peoples.
9. It is focused on dialogue instead of a one-way transmission of knowledge.
10. It envisages a transformed world, i.e., a more democratic, more just and more egalitarian world.
11. Critical pedagogy needs to create new forms of knowledge through its emphasis on breaking down disciplinary boundaries and creating new spaces where knowledge can be produced
Banking system of education
The term ‘banking system education’ is a phrase used ironically by Paulo Freire to describe the prevailing system of education, He called the traditional system of education as ‘banking education‘ because in this system teachers make deposits of information and knowledge into the empty accounts of students, in a similar manner one operates a bank account. The traditional education, as conceived by Friere, is an act of depositing, in which the students are the depositories and the teacher is the depositor. In this system of education, the teacher lectures, and the students receive, memorize, and repeat.
Characteristics of Banking Education
1. The teacher teaches and the students are taught.
2. The teacher knows everything and the students know nothing.
3. The teacher thinks and the students are thought about.
4. The teacher talks and the students listen-meekly.
5. The teacher disciplines and the students are disciplines.
6. The teacher chooses and enforces his choice, and the students comply.
7. The teacher chooses the program content, and the students adapt to it.
8. The teacher chooses the program content, and the students adapt to it.
9. The teacher confuses the authority of knowledge with his own professional authority, which he sets in opposition to the freedom of the students.
10. The teacher is the subject of the learning process, while the pupils are mere objects.
No comments:
Post a Comment