Banking education vs Problem posing education

Discussion in 'Black Men - Fathers - Brothers - Sons' started by oldsoul, Feb 3, 2009.

  1. OldSoul

    OldSoul Permanent Black Man PREMIUM MEMBER

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    Paul Freire says in Pedagogy of the Oppressed: There are two current educational concepts and practices under analysis, which conflict.
    Banking education and Problem posing education.
    Banking education (business') (for obvious reasons) attempts, by mythicizing reality, to conceal certain facts which explain the way human beings exist in the world; problem-posing educations sets itself the task of demythologizing. Banking education resists dialogue; problem-posing education regards dialogue as indispensable to the act of cognition which unveils reality. Banking education treats students as objects of assistance; problem posing education makes them critic thinkers. Banking education inhibits creativity and domesticates (although it cannot completely destroy) the intentionality of consciousness by isolating consciousness from the world, thereby denying people their ontological and historical vocation of becoming more fully human. Problem-posing education bases itself on creativity and stimulates true reflection and action upon reality; thereby responding to the vocation of persons as beings who are authentic only when engages in inquiry and creative transformnation. In sum: banking theory (business') and practices, as immobilizing and fixating forces, fail to acknowledge men and women as historical beings; problem-posing theory and practice take people's historicity as their starting point.
    If people, as historical beings necessarily engaged with other people in a movement of inquiry, did not control that movement, it would be (and is) a violation of their humanity. Any situation in which some individuals prevent others from engaging in the process of inquiry is one of violence. The means used are not important; to alienate human beings from their own decision-making is to change them into objects. This movement of inquiry must be directed towards humanization-the people's historical vocation. No one can be authentically human while he prevents others from being so. Problem-posing education does not and can not serve the interests of the oppressor.
    Amos Wilson also reminds us in The Fasification of African Consciousness, that when you manipulate history, you manipulate consciousness, and when you manipulate consciousness, you manipulate possibilities, and when you manipulate possibilities you control.
    Williams Watkins in The White Architects of Black Education, discusses the social enigneering of the educational system, where "an education that encourages aspiration, that sets the loftiest ideals and seeks as an end culture and character rather than bread-winning, is the priviledge of white men and the danger and delusion of Blacks."
    While Kiarri T-H Cheatwood brillantly instructs us on our responsiblity as educator, parents and community activists must, "In the finest tradition of high Afrikan textiles, we must weave for our children a fabric stunning in elegant beauty and steel-like in strength. It will need to both protect them and imbue them with regal dignity. It is time to remove the dung-smelling swaddling rags, bathe their wounds, inside and out, anoint and redress them in the flowing gowns and robes of majesty."
    (Something to think about and perhaps discuss in Brothers Chat)​
     
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