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Problem-posing education
Problem-posing education is a coined by Brazilian educator Paulo Freire in his 1970 book ''Pedagogy of the Oppressed''. Problem-posing refers to a method of teaching that emphasizes critical thinking for the purpose of liberation. Freire used problem-posing as the alternative to banking education, which is the traditional model of education
==Origins==
Freire's pedagogy emerged from his observations and experiences working as an instructor in literacy programs with peasant laborers in Brazil. During this work, Freire became aware of the economic, political, and social domination resulting from paternalism. Paternalism leads to a culture of silence, which keeps people from confronting their oppression. He turned this philosophy to pedagogy because “the whole education system was one of the major instruments for the maintenance of this culture of silence.” 〔Paulo Freire ''Pedagogy of the Oppressed''. 1970. Pg 12〕 His philosophy on education centers on critical consciousness, where the oppressed recognize the causes of their oppression “so that through transforming action they can create a new situation, on which makes possible the pursuit of fuller humanity.” 〔Paulo Freire ''Pedagogy of the Oppressed''. 1970. Pg 29〕 Problem-posing education is the path to critical consciousness. James D. Kirylo, in his book, Paulo Freire: The Man from Recife, reiterates Freire's thought, stating that a problem-posing education is one where human beings are viewed as conscious beings who are unfinished, yet in process of becoming.
Freire's work has its roots in the constructivist theory of learning, and specifically the work of Jean Piaget and John Dewey. The constructivist theory holds that knowledge is constructed by individuals by using their experiences, which is what Freire drew upon in developing his pedagogy. In ''Pedagogy of the Oppressed'' Freire writes,
Education as the practice of freedom-- as opposed to education as the practice of domination-- denies that man is abstract, isolated, independent, and unattached to the world; it also denies that the world exists as a reality apart from people. Authentic reflection considers neither abstract man nor the world without people, but people in their relations with the world.〔Paulo Freire ''Pedagogy of the Oppressed''. 1970. Pg 81〕
抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』
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