In the problem-posing education method, it is a two-way learning where the teacher and the student both participate in the learning process. This process means that the teacher always has to involve the student in the process instead of just narrating while the students listen and take notes. In the problem-posing method the teacher and the students reflect on the objects in discussion, therefore the reflection is in the opinions of both the teacher and students. When preparing for lessons the teacher has to include the views of the students and sometimes the teacher has to adjust his/ her opinions after reading the suggestions from the students (Freire, 2014).
In the problem-posing form of education symbolizes an opportunity to step away from the oppressive nature of the banking method. The subject of focus is the relationship between the teacher and the students. The students want more from the not only reading out notes for them to write but also have some form dialogue while they do it so that everyone can give ideas on the topics. In the problem-posing education philosophy of freedom is taught because there is no place for oppression or the art of depositing information on the students instead they are involved in each part of the process, and they have freedom to air their views and dialogue with the teacher.
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The teacher in the banking system is the know it all and the students do not have the freedom to ask questions, answer questions or even get involved in the lesson planning sessions. The teacher sees the students as containers where they empty their information. The teacher views the students as helpless because they cannot come up with the material for teaching.
The kids decided to study the problem by acting out plays that give people the option of deciding what is fair and what is not fair, how to tell the truth and how to listen. The kids used puppets to illustrate the situation that describe fairness or how people should tell the truth and when children should listen to the teachers and when teachers should listen to the children.
The basis of the play was to treat people how you wanted them to treat you. They presented situations of how to take turns when to play by the rules when, to tell the truth, and most importantly how to listen with an open mind. The kids learned what fairness is and what exactly they should do to become fair. The play taught them that treating other people unfairly by playing favorites can ruin their relationships. To solve problems, a person should stop and think of the outcome and how it will affect him and others.
The problem posing way of learning because the teacher and the kids were involved in the whole process of writing the script for the play and also how to actualize the game and make it significant according to what kids’ g o through every day. If the students were not involved, it would not have been a success ( Freire, 2014). s. The kids also gave their ideas and assimilated them into the lesson. If they were using the banking method, the teacher would have come up with the script and ordered the children to get involved.
The children found out that learning does not have to be boring, they make it enjoyable by participating in the process, giving their ideas to the teachers on the lessons. The teacher knows a lot, but there is always room for more that is they should listen with an open mind. Both the teachers and the kids should contribute to the learning process.
Reference
Freire, P., & Bergman, R. M. (2014). Pedagogy of the Oppressed: 30th Anniversary Edition .
