In this case, the teacher fails to recognize the cognitive ability of students instead transforming them into passive learners. He writes that education suffers from narration sickness because teachers talk about the realities as if they were predictable and motionless. Teachers fill the students’ minds with the content that is outside reality thus shifting the focus of education to sonority of words instead of the transformation power. He argues that students mechanically memorize content while their teacher is the narrator of it. My current educational system is related to John Dewey’s educational theory that suggests dialogue between the learner and the instructor. This factor changes education theme and makes it an act of depositing. According to his theory, this system introduces the banking concept of education whereby knowledge is a gift that the knowledgeable bestow upon those that they consider unknowledgeable. He compares the alienation that results from the teacher-student relationship to the slaves found within Higelian dialectic; and the students never get to discover that they also educate the teacher (Piere 73). My educational system which relates to John Dewey allows interaction with the nature through experimentation and research. The dialectic or libertarian education, as he writes, lays its drive towards the reconciliation of the poles of contradiction to ensure that both parties are simultaneously teachers and students. My educational system undergoes constant evaluation process, which aims at providing the learner with corrective measures. This type of education creates dialogue between the teacher and the student such that they are able to learn from each other and benefit. He adds that such a solution is impossible with the banking concept which tends to maintain and even stimulate such a contradiction through attitudes like those that the teacher teaches, and the students taught, or the teacher is the subject of any learning exercise while the students remain to be objects (Piere 75). He argues that the banking education’s capability to have the creative power of students annulled or minimized then stimulates their credulity which serves the oppressor’s interest. The oppressors utilize their humanitarianism in some profitable situation. He adds that the oppressors have an interest of having the consciousness of the oppressed changed. He mentions the oppressed as those that live just within the society and according to it. He writes that all who use the banking approach do not perceive that some contradiction about reality already exists within the deposits - a factor that may lead the students to domesticate reality later. Freire writes that something implicit within the banking concept is its assumption of the existence of some dichotomy between the human kind and the world, a concept that views an individual to be a mere spectator (Piere 78). The view does also not make any distinction between access to consciousness and entrance to consciousness. He writes that the banking concept creates a distinction between the two stages of an educator’s action. Freire’s education theory is gender insensitive. It considers males as beings who are manageable and able to adapt as compared to females who do not possess these characteristics. The oppressors, according to Freire, are concerned with banking information to student’s minds making them passive learners. The outcome of what they learn is transformed into
Name: Course: Tutor: Date: The Analysis of Frerier’s educational concept The Banking education concept is an education system that emphasizes much feeding the students with some contents to memorize while detaching the reality and existence of such contents within the real life…
In contrast, Riddell, Ahlgren and Weedon (2009) presents a study dealing with workplace learning and the underlying equity that prevents access to workplace learning, the learning that the researchers deal with is the education that employees are subjected to as a means of furthering their work experience and social status.
The Cremin et. al. article is relatively clear with its research questions, stating them explicitly in its abstract. The article seeks “to understand the nature of the support that drama offers to children as writers, and to identify features of writing which regularly surfaced in drama-related writing (Cremin 2006).
Thus, theorists who deal with the area of education and its transformation contribute much into the development of learners’ personalities. The given paper will talk about famous theorist Paolo Freire, who made a great contribution into the development of learning process itself and the relations between a teacher and a student in particular.
Paradigms are assumption in life, which picture the world from different angles. The definitions take different shapes ranging from epistemology, methodology and ontology. The unquestioned assumptions of paradigm strengths make it easy to understand life.
An arrhythmia, also called dysrhythmia simply refers to a problem with the heartbeat’s rhythm or rate. The thought process of 12 junior doctors would be looked into in order to recognize common arrhythmia. The basic knowledge of junior doctors would be tested in addition to exploring their long-term and short-term memory.
Since the middle of the 20th century, the treatment of natural resources and other species has been questioned. The concepts of sustainable development’ and ‘sustainability’ were introduced. These concepts suggested alternative ways of living and the ways to develop new patterns of behavior or ‘ecological’ consciousness.
ading theory of cognitive development is that of Lev Vygotsky, a Russian psychologist, who presented the Sociocultural Theory of Development which became a major influence in the field of psychology and education (Wagner, 2005). He suggested that social interaction deeply
On the other hand, student is the one who is more like an ‘empty account’ who can be filled in by a teacher’s knowledge. I remember when I attended a boarding school, asking a question would usually subject one to an unwanted punishment because
Both Roger’s theory and Freire’s model lay a framework, which provide learners with easy ways of learning new concepts. In addition, these models consist of elements, which are necessary for providing an elaborate structure of acquiring and
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