Learning Is Fun: Education Should Be Based On Self-Interest

Learning is fun Education should base on the self-interest of students with discoveries made by teachers to let their students continuing have an interest in developing new knowledge

In this response essay, I explore the ideas presented by Susan Engel and Paulo Freire regarding the nature of effective education. Engel emphasizes that current schooling often lacks the element of joy and fails to nurture children's innate curiosity, focusing instead on rote learning and factual memorization. Freire critiques traditional educational approaches, particularly the banking method, which depicts students as passive recipients of knowledge, and advocates for a problem-posing model that encourages dialogue, creativity, and critical thinking. This essay will analyze these perspectives and reflect on my personal experiences as a student, highlighting the importance of an engaging and participatory learning environment.

Engel's assertion that education should be rooted in joy resonates strongly with my experiences as a student. She argues that schools tend to overlook the importance of making learning enjoyable, thereby stifling students’ natural curiosity. For instance, she notes that "a look at what goes on in most classroom these days makes it abundantly clear that when people think about education, they are not thinking about what it feels like to be a child, or what makes childhood an important and valuable stage of life in its own right" (Engel, p. 4). I recall my own childhood classroom, where learning was often reduced to memorization and drills, rather than exploration and discovery. Such an environment diminishes students’ motivation to learn and prevents them from experiencing the joy of understanding new concepts. Engaging students by connecting lessons to their interests and encouraging discovery can foster a lifelong love for learning, aligning with Engel’s perspective that happiness and curiosity are essential components of education.

Similarly, Freire’s critique of the banking concept underscores a fundamental flaw in many education systems: the treatment of students as passive vessels rather than active participants. According to Freire, "the banking concept... makes depositors of the students" (Freire, p. 16), limiting their capacity for critical thinking and creativity. Instead, he advocates for a problem-posing approach that promotes dialogue, cooperation, and engagement. From my experience, when teachers involve students in discussions, ask open-ended questions, and facilitate peer collaboration, I have found learning to be more meaningful. For example, in a science class I participated in, the teacher encouraged us to pose questions about environmental issues and explore solutions collectively. This method sparked my curiosity and helped me see the relevance of science beyond textbooks.

Freire’s concept of dialogue and active participation stands in contrast to traditional teaching methods, which often entail unilateral delivery of information. The banking model discourages questioning and critical analysis, leading to a form of oppression that limits learners' potential. As Freire states, "To resolve the teacher-student contradiction...would be to undermine the power of oppression and serve the cause of liberation" (Freire, p. 16). This idea is particularly compelling because it emphasizes the transformative power of education when students are seen as co-creators of knowledge. During my high school years, a teacher who fostered collaborative projects and class debates made me feel more invested in my learning process and more capable of critical thinking.

However, I recognize that certain foundational aspects of education, such as memorization of key concepts and formulas, are necessary, especially in subjects like mathematics and science. Engaging students in memorization, accompanied by context, real-world applications, or visual aids, can support understanding without sacrificing creativity. For example, learning mathematical formulas through practical problems or demonstrations can enhance comprehension and encourage students to apply their knowledge innovatively. Thus, an integrative approach that combines the strengths of both banking and problem-posing methods can be most effective, ensuring students acquire essential skills while developing critical thinking abilities.

In conclusion, both Engel’s emphasis on joy and Freire’s advocacy for dialogue-based learning underscore the importance of transforming education into an engaging, participatory, and meaningful experience. While rote learning has its place in establishing foundational knowledge, fostering curiosity and encouraging active student involvement are crucial for cultivating a genuine love for learning. Educators should strive to create classroom environments where students are motivated, questioning, and exploring, which ultimately prepares them for a dynamic and complex world. Moving forward, integrating the problem-posing approach with traditional methods can help develop well-rounded individuals who are not only knowledgeable but also creative and critically-minded.

References

• Engel, S. (2013). How Learning Happens: From Transaction to Transformation. Teachers College Record.
• Freire, P. (1970). Pedagogy of the Oppressed. Herder and Herder.
• Bruner, J. (1960). The Process of Education. Harvard University Press.
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• Dewey, J. (1938). Experience and Education. Kappa Delta Pi.
• Mezirow, J. (1991). Transformative Dimensions of Adult Learning. Jossey-Bass.
• Csikszentmihalyi, M. (1990). Flow: The Psychology of Optimal Experience. Harper & Row.
• hooks, bell. (1994). Teaching to Transgress: Education as the Practice of Freedom. Routledge.
• Piaget, J. (1952). The Origins of Intelligence in Children. International Universities Press.
• Schunk, D. H. (2012). Learning Theories: An Educational Perspective. Pearson.