Program content in problem-posing education derives from students’ own world.

Evidence

In contrast with the antidialogical and non-communicative “deposits” of the banking method of education, the program content of the problem-posing method—dialogical par excellence—is constituted and organized by the students’ view of the world, where their own generative themes are found. The content thus constantly expands and renews itself. The task of the dialogical teacher in an interdisciplinary team working on the thematic universe revealed by their investigation is to “re-present” that universe to the people from whom she or he first received it—and “re-present” it not as a lecture, but as a problem. — Paulo Freire, Pedagogy of the Oppressed, 317

Categorization

• XREF: This is the operational definition of the dialogical teacher’s move in a redesign: receive the universe, re-present it as a problem, not a lecture — the concrete inversion of banking’s deposit.