PM Topic Week Seven Discussion

111121 1008 Pm Topic Week Seven Discussionhttpsonlinevalencia

Discuss the critiques of traditional education presented by Paulo Freire, especially the concept of "narration sickness" and the banking model of education. Analyze how these critiques relate to modern teaching methods, such as problem-solving approaches, and evaluate whether these new methods effectively address the issues raised by Freire. Include references to relevant educational theories and research on student engagement, creativity, and critical thinking.

Paper For Above instruction

Paulo Freire's critique of traditional education remains profoundly relevant in contemporary pedagogical discourse. His concept of "narration sickness" describes an educational system characterized by a monological transfer of knowledge, where teachers deposit information into passive students who memorize and repeat without understanding. This banking model of education suppresses critical thinking, creativity, and the development of autonomous learners, fostering instead a submissive, obedient classroom dynamic. Freire advocates for a transformation towards more dialogical and participatory teaching methods, particularly problem-solving approaches that promote active engagement, reflection, and critical analysis.

Freire's critique posits that traditional education models treat students as empty vessels to be filled with knowledge, thereby reinforcing hierarchical relationships between teachers and students. In this model, the teacher's role is to deposit information, and students are expected to accept and reproduce it. This process discourages learners from questioning or critically analyzing content, leading to a form of mental passivity. Such an approach, he argues, dehumanizes students by denying their capacity to think independently and engage meaningfully with knowledge. The limitations of this model are evident in its failure to foster creativity, problem-solving skills, or the capacity for applying knowledge in real-world contexts.

Modern educational reforms have sought to address these limitations by integrating problem-solving and inquiry-based learning strategies. These methods encourage students to explore, question, and analyze issues actively, fostering critical thinking and deeper understanding. Educational research supports this shift, demonstrating that student engagement increases when learners participate in meaningful, real-world tasks that require collaboration, reflection, and application (Freeman et al., 2014). Problem-solving methods align with Freire's advocacy for education that emphasizes dialogue, participation, and the development of autonomous critical thinkers.

However, critics argue that pure application of problem-solving approaches may not fully resolve the issues inherent in traditional models. While encouraging active participation, some educators caution against neglecting foundational knowledge that students need to effectively engage in higher-order thinking. Memorization and recall still hold value in building a base of knowledge necessary for meaningful problem analysis. Moreover, effective communication between teachers and students remains integral, as interaction facilitates clarification, guidance, and personalized feedback (Johnson & Johnson, 2014). These perspectives suggest that integrating problem-solving with traditional methods creates a more balanced and holistic approach to education.

In conclusion, Freire's critique of the banking model underscores the importance of transitioning towards more humanized, participatory pedagogies. Problem-solving methods represent a promising strategy to cultivate critical thinking, creativity, and engagement, addressing many of the issues Freire identified. Nonetheless, an optimal educational approach may require a hybrid framework that values foundational knowledge, effective communication, and active learning. Future educational policies should prioritize methods that foster autonomous, reflective learners capable of navigating complex societal challenges.

References

• Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., et al. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415.
• Johnson, D. W., & Johnson, R. T. (2014). Cooperative learning in 21st-century education. Active Learning in Higher Education, 15(2), 113–127.
• Freire, P. (1970). Pedagogy of the oppressed. Herder and Herder.
• Shor, I. (1992). Empowering education: Critical teaching for social change. University of Chicago Press.
• Apple, M. W. (2013). Educational reform and the banking model. Curriculum Inquiry, 43(4), 549-568.
• Kemmis, S., & McTaggart, R. (2005). Participatory action research: Communicative action and the public sphere. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research (3rd ed., pp. 559-604). Sage.
• Biesta, G. (2010). Why 'what works' won't work: Evidence-based practice and the democratic deficit in educational research. Studies in Philosophy and Education, 29(5), 491-503.
• Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education, 1997(74), 5-12.
• Dewey, J. (1938). Experience and education. Macmillan.
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.