The problem-posing educator stays cognitive even while preparing material

Evidence

The problem-posing method does not dichotomize the activity of the teacher-student: she is not “cognitive” at one point and “narrative” at another. She is always “cognitive,” whether preparing a project or engaging in dialogue with the students. He does not regard cognizable objects as his private property, but as the object of reflection by himself and the students. In this way, the problem-posing educator constantly re-forms his reflections in the reflection of the students. The students—no longer docile listeners—are now critical co-investigators in dialogue with the teacher. The teacher presents the material to the students for their consideration, and re-considers her earlier considerations as the students express their own. The role of the problem-posing educator is to create; together with the students, the conditions under which knowledge at the level of the doxa is superseded by true knowledge, at the level of the logos. — Paulo Freire, Pedagogy of the Oppressed, 232

Categorization

• DEFINE: The concrete methodological contrast: no private cognitive phase, objects treated as shared reflection, teacher re-forms her own considerations in the students’ responses — the practical redesign blueprint.
• QUESTION: The movement from doxa to logos still presupposes the facilitator knows what ‘true knowledge’ is — the point where the vanguard risk enters.