This week the topic of conversation focused on critical pedagogy. My reading was an expert from Paulo Feire’s book, Philosophy of Education, chapter 2, the Pedagogy of the Oppressed. His writing in this chapter focused on movement away from the banking concept of education and towards a more liberated classroom. The idea essentially being that the professor relinquishes the complete control over the course and allows for students to teach each other and the professor. It recognizes that the students have a wealth of insight and perspective to offer as opposed to the idea that they are “empty vessels… the be filled with the contents of the [professor’s] narration”.
Thinking back on my own education, I realized that the professors whom I’ve had that bought into the banking concept were often the most boring. Even if the concept the professor covered was quite interesting, the approach was dry and tended to stamp the enjoyment out of it.
I also realized that my freshman/sophomore college had courses which were actively structured towards a critical pedagogy approach. They called them inquiry-based courses.
“Also called Ways of Inquiry, INQ, or simply Q courses, these classes help sharpen your critical thinking and problem-solving skills. In INQ courses, you’ll learn to understand and question the ways in which knowledge is pursued. And you’ll develop abilities that transcend disciplines, honing skills in reading critically, communicating effectively and pursuing knowledge independently…. INQ courses will stimulate your intellectual curiosity and independent thinking—and many have service components.”
At the time, I signed up for them because they were a course requirement or because it was over a topic that I had an interest pursuing. Recently, I went back to my college transcript to see if there was any correlation between the classes I felt I learned the most from and the critical pedagogy structure. All but two of those classes fit into that category. One of the things I liked about those courses was that I felt like I had a voice. Participation was encouraged and expected.
To be fair, there were a couple of courses which fell into that category and were not enjoyable. One being a statistics course with rather ambiguous problem sets that my friends and I somehow muddled through. However, overall, those courses were a highlight of freshman and sophomore education. They helped me to think rather than memorize, and the time spent in the class was more meaningful. I also felt more compelled to show up because I felt valued by the professor.