The problem-posing model requires both educator and student to co-diagnose oppression before acting.

Evidence

Within Freire’s problem-posing model, both the educator and the student are actively engaged—through critical reflections and dialogue—in a process of recognizing the “problem.” According to Freire (1970), recognizing and naming oppression or the “problem” is the first step to “action-reflection” or praxis that will result in transformative change and liberation of the oppressed (pp. 65–67). — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 473

Categorization

• DEFINE: Concise statement of Freire’s problem-posing method: naming the problem precedes praxis.
• XREF: connects to: Problem-posing education begins by dissolving the teacher-student contradiction. — Paulo Freire, Pedagogy of the Oppressed, 207; Learning from below requires mutual ethical responding with a compromised teacher — Donna Landry and Gerald MacLean, The Spivak Reader: Selected Works of…, 2217

Broader Connections

• Problem-posing education begins by dissolving the teacher-student contradiction. #expands (0.82) — Paulo Freire, Pedagogy of the Oppressed, 207
• Learning from below requires mutual ethical responding with a compromised teacher #complicates (0.75) — Donna Landry and Gerald MacLean, The Spivak Reader, 2217