Problem-posing content re-presents what learners already want to know, not what teachers deposit

Evidence

For the anti-dialogical banking educator, the question of content simply concerns the program about which he will discourse to his students; and he answers his own question, by organizing his own program. For the dialogical, problem-posing teacher-student, the program content of education is neither a gift nor an imposition—bits of information to be deposited in the students—but rather the organized, systematized, and developed “re-presentation” to individuals of the things about which they want to know more. — Paulo Freire, Pedagogy of the Oppressed, 271

Categorization

• DEFINE: The deft verb ‘re-presentation’ — content organized and returned to learners rather than invented for them.
• XREF: connects to: Teaching is continual reinterpretation rather than transmission of fixed content — Yves Citton, The Ecology of Attention, 267; Standardized prepackaged curricula suppress learners’ critical thinking about their own experience — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 191