Barker1 Tyrell Barker Professor Leduc Park University EN 106 Dec 24 2017 Perspectives Relating to Educational Practices Similarities between the ideas presented by Paulo Freire and Mark Edmundson on education Freire and Edmundson point to the fact that the educational systems that are currently being utilized have ended up stifling student’s ability. Edmundson postulates that the ways that have been adopted by the Americans that are capitalist in nature has resulted in a culture that condones consumption (Edmundson 50). Owing to the culture and the fact that students have ended up believing in all the concepts presented therein. This has led to the stifling of the ambitions that students have whereas their thought processes have become limited hence inhibiting their ability to act individually and in a passionate manner. On the other hand, Freire asserts that the current mode of learning has led to a situation where students only wait to receive the knowledge that is dished out by their educators, regardless of whether the information might be right or wrong (Freire, Ana and Walter 16). In this way, both authors point to the culture of Barker2 consumerism among students. The students only take in the information provided to them by their tutors without synthesizing what the information actually means. The proposal is that information should be carefully analyzed and internalized and the student should be in a position to come up with their own perspective on the concepts learned. In order to break out from the current trends prevalent among student, both authors give corrective measures that can be applied to ensure positive outcomes. Edmundson proposes that students should be encouraged so that they can be in a better position to exercise their ability to make choices that will increase their capability of finding their destined direction. With the assertion made by Edmundson, students hence being called upon to play a more active role in the process of receiving their education (Edmundson 48). The views that are tabled by Freire support Edmundson’s ideas. Freire suggests that in as much as the knowledge that students have to receive will be obtained from their educators, students also have a role to play in ensuring the efficiency of the entire process. They are required to carefully consider the concepts presented to them and where possible, they should engage in dialogue with their educators. Hence, the learners should be encouraged to reflect, explore as well as apply any of the information that might be presented to them. Both authors point to the fact that the end result should be measured in the ways in which the people who go through the learning system contribute to their surroundings. According to Freire, instead of watching as various circumstances are predetermined for an individual in their society, they are required to play an active role in shaping the circumstances. In this way, they can desist from being oppressed. In support of the same perspective Edmundson explains that the Barker3 current generation of learners has been heavily affected by their overreliance on the information that is fed to them by the television. This has led to a situation where the students are incapable of going through the elements that are integral for experiencing life. This in turn makes it difficult for them to give a meaningful contribution to the society in which they live. Differences between the ideas presented by Paulo Freire and Mark Edmundson on education Regardless of the fact that both authors focus on the weaknesses that are prevalent in the current educational system their approach is quite different. Freire focuses on the utilization of the banking concept in the process of knowledge acquisition. In his presentation, there are two parties that are involved. The parties include the teachers who are tasked with the responsibility of impacting knowledge to students who are the recipients (Freire 114). The concept points to the fact that students undertake a very passive role in the process of gaining knowledge. The criticism is lodged in the manner in which a student is supposed to act where they should not engage in rigorous discussion, critical thinking as well as problem solving on an individual basis. The argument presented by Edmundson points to the impact that the American capitalist culture has had on the learners. The biggest requirement for capitalism to thrive is the presence of capital. Currently, the educational systems that have been put in place lead to the production of consumers as well as employees. In such a case, education is limited as mediocre intellects are encouraged. Owing to this, the number of students who go through various institutions of learning end up being quite passionless as they have been thoroughly trained to observe in the process of learning but not to render their contribution. Moreover, the role of the television in Barker4 shaping the thoughts of learners is critically analyzed. Whereas in Freire’s work, the methods that are used by educators are seen as oppressive, Edmundson attributes the current undesirable learning environment to the overreliance on the concepts that are presented to learners from media such as the television. This has resulted in a situation where students go in pursuit of perfectionism which stifles inspiration, improvisation and surprise. Issues not considered in Freire and Edmundson’s work Although the authors have provided students and their educators a variety of methods that can be used to enhance the overall learning experience, several issues have been left out. The authors do not explain the actions that should be taken by students in situations where they are not in a position to take advantage of the transformative opportunities described in Freire and Edmundson’s work. Moreover, it does not provide an alternative where students face difficulties in getting themselves heard. Barker5 Bibliography Edmundson, Mark. "Why teach." Defense of a Real Education (2013). Edmundson, Mark. Why teach?: In defense of a real education. Bloomsbury Publishing USA, 2014. Freire, Paulo, Ana Maria Araújo Freire, and Walter F. De Oliveira. Pedagogy of solidarity. Vol. 4. Left Coast Press, 2014. Freire, Paulo. "16 Pedagogy of the Oppressed." Social Work: A Reader (2013): 114. LastName1 Name Professor Course Title Date The Role Educators and Their Learners have to Play in the Acquisition of Education The context of Freire’s argument Freire’s work focuses on the use of critical reflection in such a way that anybody who is being oppressed through the information that they are receiving can be in a position to take an action which would result in a modification of the various scenarios that the individual may be subjected to. The changes that are to occur in an individual’s situation have to take place using methods that can be verified in a concrete and objective manner (Beckett 50). Freire’s goes ahead and looks into the dynamics that are often prevalent in the interactions of students and their teachers. The interactions are often in such a manner that the teacher holds all the knowledge that is to be impacted into the students regardless of whether the information is right or wrong. In such a situation, the students expect that the teacher will think for them and at the end of it all, they should be in a position to rely on the information that they might have. The students are oppressed in the manner in which they take in the knowledge, as they do not take time to look into the various components that they might have been taught and neither do they critically analyze the concepts taught to them. LastName2 From Freire’s perspective, it is essential for an individual to carefully think about the realities that are predominant in the various spheres of life that might surround them. The spheres include the social and political environments. In doing this, the individual draws himself from being a participant in the world that will have been put together by other people (Ramón and Jeanes 448). The same concept also applies to students in a learning environment. Dialogue should be applied where both parties, that is, the students and their teachers should be in a position to give their inputs in the learning process. Moreover, it is also essential to note that the lives of human beings are often interconnected often resulting in a collective struggle. A statement of what I feel to be “the gist” of Freire’s argument In the course of the learning process, the views that students might have should be taken into consideration. Moreover, the relationship that should be present between teachers and their students should be carefully thought about because, at the end of the day, it will portend the acquisition of the education necessary for the student. Both parties can easily interchange roles as they have something to learn from each other. A description of the key claims of the text The educational process should involve some dialogue between the teacher and the learner. The two-way process of communication should foster respect between the two parties. The parties should work together for the achievement of a common purpose. Dialogue should lead to improvements in the environment surrounding the people involved in the education process as opposed to having the main objective of simply deepening the understanding of the parties involved (Freire 114). The knowledge acquired should culminate actions that are well LastName3 informed. Moreover, learners should not think of themselves as the oppressed in the course of obtaining knowledge. The process of knowledge acquisition should foster unique ways of dealing with the surrounding world, especially for the learner. Relevant examples (direct quotations or paraphrases) taken from the text As regards the current educational methods that are being adopted, Freire explains that "Education has become an act of depositing, in which the students are the depositories and the teachers are the depositors. Instead of communicating, teachers issue communiqués and make deposits which students patiently receive, memorize and repeat" (114). Moreover, the system makes it difficult for those who offer knowledge or information to be aware that those who are undergoing the educational process might have ideas that might contradict various aspects of reality. How readers might practice Freire's ideas In the course of acquiring the information, we should first critically analyze it. The next step that should follow is to give feedback relating to the information acquired. In addition, the actions that are to be taken should be well informed. These actions should be undertaken so that they can improve our surroundings. How Freire's claims can help me succeed as a student In the course of my educational pursuits, learning should be a two-way process. The process should often incorporate conversations with my teachers that will lead to the educational process. Moreover, any points or concepts taught should be critically analyzed so as to fully LastName4 understand the meaning of the content taught. This should be different from simply repeating or even forming rhymes from sections of the information acquired that I barely understand. LastName5 Bibliography Beckett, Kelvin Stewart. "Paulo Freire and the concept of education." Educational Philosophy and Theory 45.1 (2013): 49-62. Freire, Paulo. "16 Pedagogy of the Oppressed." Social Work: A Reader (2013): 114. Spaaij, Ramón, and Ruth Jeanes. "Education for social change? A Freirean critique of sport for development and peace." Physical Education and Sport Pedagogy 18.4 (2013): 442-457.
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