Cindy Ragio Eng 10 2019 Educate And Study In The Most Approp

Cindy Ragio Eng.10.2019 Educate and study in the most appropriate way

Nowadays, education is a hot topic, after all, all parents want their children to get a good education. But there are many ways of education, and it is not easy to judge which one is the best. Even if the teachers and teaching methods are excellent, they may not be suitable for every student. Teaching students according to their aptitude is very important, meaning the method of education should pay attention to human nature. Freire’s views align with this idea.

He criticizes the “banking” approach to education, which refers to a teaching method where teachers deposit knowledge into students, who passively receive it. This method resembles depositing money in a bank—students merely take in information, with little interaction or active thinking. Such a rigid style of teaching often leads to disinterest among students. Freire advocates for a more liberated and humanized education, emphasizing flexibility and responsiveness to students’ individual needs.

In this context, it is crucial to prioritize the choice of effective educational methods over solely improving teaching environments or hiring better teachers. Freire’s concept of liberating education is not just about teaching methods but also about fostering a spirit of active participation among students and teachers. Students, although limited in their freedom to choose their learning environment and teachers, can still actively adjust their learning strategies and methods within the given framework. While this may seem unfair, it is a rational approach since external environment changes are often beyond individual control.

Using the case of Gloria Anzaldua offers insights into the relationship between language, culture, and learning. Her experience demonstrates the importance of adapting one's learning style to the linguistic and cultural context. Anzaldua describes how she had to “twist the knife in her own gray matter”—suppressing her voice and idioms—to fit into the dominant linguistic environment. This self-adaptation can be pessimistic and extreme, but it underscores the value of adjusting one's learning approach to current circumstances. However, such adaptations require courage, especially when external factors are unfriendly, and often involve navigating complex internal and external challenges.

Successful and liberating education relies on students’ ability to make proactive adjustments rather than passively accepting predefined methods. Personal initiative plays a critical role; for example, during high school, I believed that copying mistakes repeatedly was inefficient. I communicated with my teacher, explaining that I had devised a self-tailored learning strategy that was more suited to me. Convincing the teacher took effort, but once approved, I was able to study at my own pace, which significantly improved my understanding and performance. This experience highlights the importance of learners' agency in choosing or developing effective learning methods.

In contexts such as China's education system, respect for teachers and group interests often discourage students from debating or proposing alternative methods. While following established rules is necessary, students should recognize that learning primarily benefits themselves. When students believe they can improve their learning outcomes, they should feel encouraged to discuss their ideas with teachers and seek support, fostering a more personalized and effective educational process.

Freire’s concept of “banking” education primarily depicts a model where educators dominate and students passively receive knowledge. To circumvent this, students must be proactive and willing to implement self-initiated changes within their learning environment. It is often because students resist adapting or refuse to change their approach that "banking" persists. Although treating educators and learners as a unified entity has its advantages, it should not restrict individual efforts and innovations. Many students actively work to adapt the education system to their needs, which often enhances their learning experiences and diminishes passive learning tendencies. Passive learners, by relying solely on external guidance, neglect the crucial skill of learning how to learn effectively.

Choosing an appropriate learning method is a vital skill for students. They should be attentive to their circumstances and capable of reflecting on what works best for them. If a student perceives a better approach, they should implement it, simultaneously fostering communication with teachers and mentors to gain support and validation. Cultivating these skills of self-assessment, adaptation, and communication can lead to improved learning outcomes and personal growth.

To minimize “banking” education, educators should emphasize enhancing students’ capacity for self-adjustment. When students notice that a particular method is inefficient, they should feel empowered to raise concerns and try alternative approaches. Building skills in communication, learning from peers, and engaging with family support are essential elements of this adaptive process. Ultimately, education should encourage autonomy and proactive engagement, transforming passive recipients into active participants in their learning journey.

References

• Freire, P. (2000). Pedagogy of the Oppressed. Continuum International Publishing Group.
• Anzaldua, G. (1987). How to Tame a Wild Tongue. In A. Keating (Ed.), The Chicano Movement (pp. 27-43). University of Arizona Press.
• Bourdieu, P., & Passeron, J. C. (1990). Reproduction in Education, Society, and Culture. Sage Publications.
• hooks, b. (1994). Teaching to Transgress: Education as the Practice of Freedom. Routledge.
• Nussbaum, M. (2010). Not for Profit: Why Democracy Needs the Humanities. Princeton University Press.
• Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
• Freeman, D. (2014). The Power of Self-Directed Learning. Educational Leadership, 72(4), 45-50.
• Kegan, R. (2009). What 'Form' Transformations? A Constructive/Developmental Perspective. In J. Mezirow & E. Taylor (Eds.), Transformative Learning in Practice: Insights from Community, Workplace, and Higher Education (pp. 35–52). Jossey-Bass.
• Schunk, D. H. (2012). Learning Theories: An Educational Perspective. Pearson Higher Ed.
• Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Prentice-Hall.