Educate And Study In The Most Appropriate Way

Educate And Study In The Most Appropriate Wa

Nowadays, education is a hot topic, after all, all parents want their children to get a good education. There are many ways of education, and it is not easy to judge which one is the best. Even excellent teachers and teaching methods are not necessarily suitable for every student. Teaching students according to their aptitude is very important; the method of education should pay attention to human nature. Freire’s views align with this idea, criticizing traditional teaching methods. He describes the “banking” model of education as one where teachers deposit knowledge and students passively receive it, like money in a bank. This approach lacks interaction, discourages critical thinking, and is rigid. Freire advocates for a more liberated and humanized form of education, emphasizing flexibility and responsiveness to individual student needs.

Education should be adaptable, and effective educators understand that different students require different approaches. Instead of solely focusing on improving teachers or environments, selecting and applying the most suitable educational methods is vital. Freire’s concept of liberating education highlights the importance of a participatory spirit in both students and teachers. While students may not have complete freedom to choose their learning environment or teachers, they can still make positive adjustments within their capacity. Such proactive adaptation is often more reliable than waiting for external factors to change, which is critical for fostering meaningful learning experiences.

Drawing from Gloria Anzaldua’s insights, we observe the relationship between language, culture, and learning. Anzaldua describes the need to sometimes suppress or modify one’s intellectual and linguistic identity to navigate different cultural environments effectively. She states that “You have to twist the knife in your own gray matter to make this defense work,” implying that survival in hostile or unfamiliar environments may require adopting protective strategies, like simplifying vocabulary or feigning ignorance. Although this approach might seem pessimistic, it underscores the importance of adjusting one’s learning and communicative style to situational demands.

Changing oneself to fit an external environment can be challenging, especially when external conditions are unfavorable. However, the most effective learning often results from the individual’s internal efforts to adapt and optimize their resources. Freire’s liberating education does not depend solely on teachers; students’ own initiatives and modifications in learning strategies hold significant value. Personal experiences in high school reinforce this view. For instance, I challenged the traditional repetitive copying method, which I found inefficient. Instead, I proposed using application of concepts in different contexts, which proved more effective for mastering the material. My initiative was accepted after convincing the teacher, leading to self-paced learning and greater engagement in the course. This example demonstrates that students should have the right to choose learning methods most suited to their needs, even if it conflicts with standardized classroom management.

In cultures like China, respect for teachers often results in students adhering strictly to the fixed rules and learning methods established by educators. While obedience and compliance can be effective, students must remember their primary purpose for studying is personal growth and development. If a better method of learning arises, engaging teachers in discussions to implement alternative approaches can be beneficial. Freire criticizes the “banking” model for fostering passivity where educators dominate and students are passive recipients. To improve education, students must recognize their agency and be willing to adapt and innovate within their learning environments.

The root cause of the “banking” model lies in the resistance to change; individuals often prefer familiar routines over challenging the status quo, even when such routines hinder effective learning. While viewing educators and students as a single entity may have advantages, it should not impede individual efforts and experimentation. Many students not only conform to modern educational systems but also relax their reflective thinking and self-evaluation, which leads to passive learning. Active learning, on the other hand, involves students continuously analyzing their progress and seeking better methods—an essential skill for lifelong growth.

Choosing the most appropriate learning approach is a crucial aspect of education. Students should be attentive to their specific needs and be proactive in exploring and applying new strategies. If a student finds a method that enhances understanding and engagement, they should implement it confidently, with support from educators and family members. Effective communication with teachers about preferred approaches and sharing successful strategies are necessary skills for fostering a more personalized and effective learning experience.

To counteract the “banking” model, emphasis must be placed on strengthening students’ ability to self-regulate and adapt. When students perceive their current methods as ineffective, they must feel empowered to voice doubts and experiment with alternative strategies. Building this capacity involves not only self-awareness but also developing communication skills to collaborate with teachers and parents effectively. These skills help create a dynamic learning environment where personalized approaches can thrive, thereby fostering genuine understanding and long-term educational growth.

References

• Freire, P. (2008). The “banking” concept of education. Ways of Reading: An Anthology for Writers (8th ed.). Bedford/St. Martin's.
• Anzaldua, G. (2008). How to Tame a Wild Tongue. Ways of Reading: An Anthology for Writers (8th ed.), 27-43.
• Apple, M. W. (2004). Ideology and curriculum. Routledge.
• Giroux, H. A. (2011). On critical pedagogy. Bloomsbury Publishing.
• Freire, P. (1970). Pedagogy of the oppressed. Continuum.
• Boud, D., & Prosser, M. (2002). Re-thinking models of active learning. RoutledgeFalmer.
• Kincheloe, J. L. (2008). Knowledge and critical pedagogy: An introduction. Springer.
• hooks, bell. (1994). Teaching to Transgress: Education as the Practice of Freedom. Routledge.
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