Post 5

The readings this week felt eerily relevant after the tumult of last week’s election. All year, I have been thinking about the sins of omission committed by the leaders of our country. It has been exhausting (and frankly, disgusting) to watch these men repeatedly respond to various insidious statements, decisions, and policies of our president […]

As you can see, most education systems around the world are based on the one-size fits-all philosophy and rob students of their creativity and ability to view and evaluate problems critically. It is all the more prevalent in oppressed communities who have limited access to quality education. According to K12 Academics, “Critical pedagogy is a …

Continue reading “Critical Pedagogy: An Ode to Paulo Freire”

“Teachers who do not take their own education seriously, who do not study, who make little effort to keep abreast of events have no moral authority to coordinates the activities of the classroom” – Paulo Freire This week, I found

In 1944, Clive Staples Lewis published The Abolition of Man which later became one of his most popular non-fiction writings. In the opening chapter of the book, Lewis expresses his frustration over an English textbook intended for grade school students.

“…to teach is not to transfer the comprehension of the object to a student but to instigate the student, who is a knowing subject, to become capable of comprehending and of communicating what has been comprehended.” – Teaching Is a Human Act, Paulo Freire Over the summer, I read Pedagogy of the Oppressed by PauloContinue reading “Translating Critical Pedagogy to Engineering”

Thinking of teaching as an act of love was extremely interesting, as I have always said that I want to teach because I love learning, and I want to share that with others. However, thinking of the banking concept vs

“The climate of respect that is born of just, serious, humble, and generous relationships, in which both the authority of the teacher and the freedom of the students are ethically grounded, is what converts pedagogical space into authentic educational experience.” – Freire (1998). For this week’s blog post, I decided to summarize points that resonated […]

Critical pedagogy is a teaching philosophy that enables students to ask questions and challenge domination and help them strengthen their beliefs and practices in that field. The ultimate objective of higher education is to enhance students’ critical thinking and form their own ideas. Actually, critical thinking is really important and essential in higher education. InContinue reading “GRAD 5114 Post 5: Critical Pedagogy”

To progress as a society, we need to rethink the way we educate our students. This begins at the most basic level: the teacher-student relationship. The “banking” model of education is a pervasive issue throughout academia that has defined this relationship for far too long. In this approach, students are conceptualized as receptacles into which […]

The readings this week, like many readings I have encountered over the years, confirmed my opinions on our education systems. The systems that see students as consumers and “to be taught”. The systems that aim to “process” these students to make sure they have a role in this society. The systems that constantly reproducing the …

Continue reading “Realizing Critical Pedagogies”