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Understanding Problem Posing Education

Paulo Freire introduced problem-posing education as an alternative to the traditional "banking education" model, which treats students as passive objects rather than engaged subjects. Problem-posing education proposes inquiry and dialogue as the means of extracting knowledge, promoting liberating learning. It frames both teachers and students as active subjects in the learning process, creating mutual understanding of reality rather than the teacher imposing a singular view of knowledge on students.

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Mya Terreforte
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295 views1 page

Understanding Problem Posing Education

Paulo Freire introduced problem-posing education as an alternative to the traditional "banking education" model, which treats students as passive objects rather than engaged subjects. Problem-posing education proposes inquiry and dialogue as the means of extracting knowledge, promoting liberating learning. It frames both teachers and students as active subjects in the learning process, creating mutual understanding of reality rather than the teacher imposing a singular view of knowledge on students.

Uploaded by

Mya Terreforte
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd

Education has become -or it always been- lifeless, when the students, the learners

of knowledge, are concerned. Becoming objects in the process on what should been
otherwise is what killed the education. It has made quite difficult to sit straight when the
teacher all do is talk. To make it alive again, Paulo Freire introduced the concept Problem
Posing Education. This concept revels against the traditional education, as it challenges
the process of students becoming unanimated things. Furthermore, expose the oppressors,
as knowledge itself is his enemy and problem posing becomes knowledge’s ally.

The problem posing proposes inquiry as a main source of extracting knowledge.


Moreover, promotes learning as it was meant to be: liberating. On the other hand the
traditional education, called by Freire as Banking Education, enforces conscious memory.
As a result, knowledge becomes quantified by the teacher, the sole holder of it as banking
education imposes. Problem- posing presents both teacher and students as subjects in the
process of learning. Hence, both entities creates a mutual understanding of reality.

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