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An 8 research paper that focuses on the pedagogical philosophy Paulo Freire and relates this to constructivism, and classroom instruction. Bibliography lists 8 sources.
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8 pages (~225 words per page)
File: KL9_khedsocch.doc
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listed below. Citation styles constantly change, and these examples may not contain the most recent updates. Causes of Social Change Research Compiled for The
Paper Store, Enterprises Inc. By - properly! Despite the introduction of multicultural perspectives
and the current emphasis in education on active learning, many teachers continue to perceive the purpose of classroom instruction, more or less, in the traditional manner, which was concisely stated
by Wren in 1982: "Education is a ceremony of initiation where a person already initiated (the teacher) introduces uninitiated people (the pupils) to the knowledge that society wants them to
master, know, and remember" (Cited by Hewett, 2000, p. 111). This approach to classroom instruction, while undoubtedly useful, is culture specific, as it emphasizes the memorization of factual knowledge, but
this approach, as it pays scant attention to the aesthetic areas of learning, only serves to support the status quo of a particular society (Hewett, 2000).
Paulo Freire, author of Pedagogy of the Oppressed, rejects this, referring to it as the "banking" model of education, as it views students as passive receptacle
into which the teacher "deposits" his or her expertise. Freire equates this paradigm of education with oppression, referring to it as "education for domestication" (Hewett, 2000, p. 111). Rather than
accomplishing true learning, in the traditional banking model of education, the teacher "issues communiqu?s and makes deposits which the students patiently receive, memorize and repeat" (Freire, 1970, p. 58). As
memorization of facts does not necessarily imply that the individual understands the facts or their relevance, Freires point is easily perceived. In the traditional teacher-oriented paradigm, students are dehumanized,
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