Journal of University Teaching & Learning Practice Volume 7‚ Issue 1 2010 Article 4 Addressing student cynicism through transformative learning Fernanda Duarte∗ ∗ University of Western Sydney‚ f.duarte@uws.edu.au Copyright c 2010 by the authors. The Journal of University Teaching & Learning Practice is published by the University of Wollongong. URL - http://ro.uow.edu.au/jutlp Addressing student cynicism through transformative learning∗ Fernanda Duarte Abstract This paper reflects
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Freire Rough Draft English 1010 Prof. Fischer “A Personal Experience in Banking Education” After a difficult transition into high school I eventually made it past the dreaded freshman year. I felt as though I could conquer the world. I was awarded A’s and B’s through my hard work. Better yet‚ I supposedly had the best English teacher a Sophomore could be assigned. I hesitate to use her real name thus she will be referred to as Mrs. Doe. Students would rant and rave about how easy the
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education is political. Freire describes a sharp difference between the two forms of education‚ both of which are explicit and intentional‚ education for “liberation” and education for “domestication”. Freire argues that oppression is not incidental to society but is integrated. Freire states‚ “The solution is not to integrate them into the structure of oppression but to transform that structure so that they can become beings for themselves” (48). Inequity‚ according to Freire‚ produces benefits
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Humanistic Theories of Learning: I. Introduction Humanism‚ a paradigm that emerged in the 1960s‚ focuses on the human freedom‚ dignity‚ and potential. A central assumption of humanism is that people act with intentionality and values. Humanism would concentrate upon the development of the child ’s self-concept. If the child feels good about him or herself then that is a positive start. Feeling good about oneself would involve an understanding of ones ’ strengths and weaknesses‚ and a
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References: Mezirow‚ J. (1990). Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning. San Francisco‚ CA: Jossey-Bass. Wellington‚ J.‚ Bathmaker‚ A.‚ Hunt‚ C.‚ McCulloch‚ G.‚ & Sikes‚ P. (2005). Succeeding with your doctorate
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Rhetorical Analysis of Paulo Freire’s The “Banking” System of Education Paulo Freire focused his writings mainly on expressing his views and suggestions on the education system‚ or how to educate the world’s population. He expressed his views bluntly‚ and they sometimes seemed radical. However‚ Freire experiences a great deal of rhetorical success with his writings through his knowledge of the subject and through his techniques of appealing to the audience. One part of Paulo Freire’s rhetorical
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5.3: 160-76. Grogan‚ M.‚ Donaldosn‚ J.‚ & Simmons‚ J. (2007). Disrupting the status quo: The action research dissertation as a transformative strategy. Retrieved April 22‚ 2011 from the Connexions web site: http://cnx.org/content/m14529/1.2/ Mezirow‚ J. (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bass.
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For many years there has been much debate about what‚ if anything‚ sets adult education apart from other fields of study or disciplines. According to Davenport and Davenport (1985)‚ the identification of what is unique about adult learning (in contrast to child or youth learning) has been a long-standing effort in adult education. They reasoned that if this difference could be identified‚ then the research territory of adult education could be based on these theoretical distinctions. Knowles (1980)
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Education‚" Freire simply attacks the traditional teaching style‚ claiming "it turns them [students] into containers‚’ into receptacles’ to be filled’ by the teacher" (Freire 213) and thus should not be used. He goes on to pose his own solution‚ a concept called problem-posing method. Yet it seems that these two styles must be synthesized if the learning experience is to be successful. A student cannot be expected to learn anything without the foundation gained by traditional learning‚ which Freire calls
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Antonia Darder. Teaching as an Act of Love: Reflections on Paulo Freire and His Contributions to Our Lives and Our Work. Summary: Antonia Darder presents a portrait of why Freire’s work as an educator was so influential in creating an understanding of education as an art. Teaching truly became an art when educators like Freire began to understand the importance of education in the movement of social change. The presence of love in the classroom‚ the type of love that is lively‚ forceful‚ challenging
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