List of Things To Do...

1. (69,3) - People can only learn through wrestling with ideas and questioning them, not simply by listening and remembering what others tell them. Discoveries and insight are reached through critically thinking.


"Knowledge emerges only through invention and reinvention, through the restless, impatient, continuing, hopeful inquiry men pursue in the world, with the world, and with each other."




2. (69,5) - There must be a sharing of ideas between the students and the teacher, a dialogue by which questions may be asked, and together students and teacher may reach an answer. Both students and the teacher must be able to learn from and with each other.



"Education must begin with the solution of the teacher-student contradiction, by reconciling the poles of the contradiction so that both are simultaneously teachers and students."






3. (71,3) - The students' goals of critically thinking about the ideas in the class, as well as become more human, must also be the teacher's. While the teacher does know more than the student, there must be the want of improvement for both.





"From the outset, his efforts must coincide with those of the students to engage in critical thinking and the quest for mutual humanization."






4. (72,2) - By teachers guiding exactly what knowledge their students learn, and by putting it all into a strict step-by-step format, the students really don't have a chance to think critically about the information.





"Verbalistic lessons, reading requirements, the methods for evaluating "knowledge," the distance between the teacher and the taught, the criteria for fromotion: everything in this ready-to-wear approach serves to obviate thinking."






5. (73,5) - For the teacher who really wants to abandon the "banking" concept, they must completely remove it it and accept that their students are intelligent and independent individuals who are concious of the world. They have to deal with real questions in the real world.





"Those truely committed to liberation must reject the banking concept in its entirety, adopting instead a concept of ment as conscious beings, and consciousness as consciosness intent upon the world. They must abandon the educational goal of deposit-making and replace it with the posing of the problems of men in their relations with the world."





6. (74,2) - The teacher is no longer the only one who teaches, and the student is no longer the only one who learns, but together both learn and teach. This happens through the dialogue the teacher and students share.



"The teacher is no longer merely the-one-who-teaches, but one who is himself taught in dialogue with the students, who in turn while being taught also teach. They become jointly responsible for a process in which all grow."





7. (75, 3) - When education is practiced right, and not as the "banking" system, a person is never alone, but rather is constantly growing and learing with his peers (including the teacher.)

"Education as the practice of freedom- as opposed to education as the practice of domination - denies that man is abstract, isolated, independed, and unattached to the world; it also denies that the world exists as a reality apart from men."


8. (76,3) - In problem posing education, the individuals involved must understand that they are all incomplete, which is the reason why they are in the class to begin with.

"Problem-posing education affirms men as beings in the process of becoming - as unfinished, uncompleted beings in an with a llikewise unfinished reality."

9. (77, 1) - Effective education is not a static thing, but instead must be a dynamic practice, changing with the present.

"Education is thus constantly remade in teh praxis. in order to be, it must become. its "duration" ( in the Bergsonian meaning of the word) is found in the interplay of the opposites permanence and change. The banking method emphasizes permanence and becomes reactionary; problem-solving educatin - which acepts neither as "well-behaved" present nor a predetermined future - roots itself in the dynamic present and becomes revolutionary.

10. (78, 1) - Problem-posing education causes people to find true answers to the questions posed by them, because they are the ones who discover the answers. It causes them to disregard people who tell them things, and makes them discover truth on their own.

"Problem-posing educaton, as a humanist and liberation praxis, posits as fundamental that men subjected to domination must fight for their emancipation. to that end, it enables teachers and students to become Subjects of the educational process by overcoming authoritarianism and an alienating intellectualism; it also enables men to overcome their falso perecption of reality."