Problem-posing education transforms how people perceive reality as changeable

Evidence

Paulo Freire’s invigorating critique of the dominant banking model of education leads to his democratic proposals of problem-posing education where “men and women develop their power to perceive critically the way they exist in the world with which and in which they find themselves; they come to see the world not as a static reality but as a reality in the process of transformation.” This offered to me—and all of those who experience subordination through an imposed assimilation policy—a path through which we come to understand what it means to come to cultural voice. It is a process that always involves pain and hope; a process through which, as forced cultural jugglers, we can come to subjectivity, transcending our object position in a society that hosts us yet is alien. — Paulo Freire, Pedagogy of the Oppressed, 15

Categorization

• DEFINE: Quotes the core Freirean definition of problem-posing education’s goal: perceiving reality as process rather than static, moving from object to subject position.
• XREF: Directly pairs with the reader’s core goal — the concretely stated aim (perceive world as transformation) is what a redesigned learning situation must produce. — connects to: True propositions about reality are imperatives demanding reality change — Herbert Marcuse, One-Dimensional Man: Studies in the…, 512; Transformation of consciousness depends on the erotic in the classroom; Pedagogical reinvention begins by questioning the status quo and re-experiencing the ordinary. — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 49 (+2 more)