Category: Week 9 – Critical Pedagogy

Pedagogy Has A Context Outside Of The Classroom

In the classroom, we tend to ignore, or forget, about the main roots of education, which are related to facilitating a progressive change in the world. Effective pedagogy must be framed within social, economical, and by default, political contexts. Student learning can be more profound if we, pedagogists,  guide students to use their knowledge base, … Continue reading Pedagogy Has A Context Outside Of The Classroom →

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Inquiry is at the core of students’ essence

Freire’s Pedagogy of the Oppressed is a constant exchange of arguments between reactionary and revolutionary positions. While I have long flirted with the reactionary nineteenth century society, I am most stimulated by some of Freire’s assertions regarding a revolution in education – and ultimately, in society. His statement “Education is suffering from narration sickness” summarizes […]

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how to make changes constructively?— A reflection of critical pedagogy and the issue of Dr. Coward in Berkeley.  

  First thing first, I totally agree with the reading this week about critical pedagogy. We all, sometimes, went through the terrible banking learning mechanism. The classroom is boring. The lecturer is the best hypnotist. The final exam is really a painful but relieving time. The painful part comes from the fact that I have … Continue reading how to make changes constructively?— A reflection of critical pedagogy and the issue of Dr. Coward in Berkeley.  

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Teaching: A challenging yet exciting way of life

The topic of this week’s class is one of the most interesting topics we touched on throughout the semester. The readings about critical pedagogy, particularly the thoughts and ideas of Paulo Freire, are enlightening and thought provoking. They led me to realize that I signed up for a difficult yet exciting task as a future teacher. I am part of the generation that is tasked to change and challenge the “banking model” of education where we fill the minds of passive students by “knowledge” and test them on how well they memorized the material. I am part of the generation that is responsible to equip the young minds by the needed tools to become active, curious, tolerant, and creative individuals where students are able to “create possibilities” and “construct knowledge”. Our role, as teachers, is to teach eager minds how to  think critically and create new solutions to new problems rather than repeating what has already been done.

This responsibility is challenging and can be overwhelming at times. However, when teachers embrace the curiosity and love of knowledge as a way of life, teaching comes naturally and becomes an easy task. As teachers of the new era, we have to have certain qualities and need to reflect those qualities to our students through our personality, teaching style, delivery method, flexibility, and expectations. We have to be tolerant so we learn different things from different people like Paulo Freire noted. We have to be directive and dialogic, but not manipulative, static, and authoritarian as noted in Dr. Fowler’s presentation. We have to think critically, challenge ourselves, keep on learning, learn from their experiences, adapt to change, be curious, and become thinkers themselves. Above all, we should reflect those qualities to our students, rethink our teaching methods to suit the needs of the 21st century, be energetic, be prepared, and be passionate about our mission.

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