A Quote by Paulo Freire

... teaching cannot be a process of transference of knowledge from the one teaching to the learner. This is the mechanical transference from which results machinelike memorization, which I have already criticized. Critical study correlates with teaching that is equally critical, which necessarily demands a critical way of comprehending and of realizing the reading of the word and that of the world, the reading of text and of context.
Government schools, with your tax money, now discourage the teaching of multiplication tables by rote memorization but teach reading by the 'look-and-say' method which is memorization of spelling patterns. In doing so, they ensure that children will neither be able to read nor calculate.
While we teach knowledge, we are losing that teaching which is the most important one for human development: the teaching which can only be given by the simple presence of a mature, loving person.
There's obviously different roads you can go down. And I think if you study it, how teams are built - and I went through this in Minnesota - the draft is critical, free agency is critical, player development is critical and trade opportunities are critical.
It has been said that the essence of teaching is causing another to know. It may similarly be said that the essence of training is causing another to do. Teaching gives knowledge. Training gives skill. Teaching fills the mind. Training shapes the habits. Teaching brings to the child that which he did not have before. Training enables a child to make use of that which is already his possession.
I've been teaching classes on memoirs since 1986, and I've been reading them all my life, and I think that I would like to write a critical book that might have some of those how-to elements in it.
There is a gap between the knowledge, skills, or state of mind of the learner and what he is to learn, which it seems to me any teaching activity must seek to bridge if it is to deserve that label. Teaching activities must therefore take place at a level where the pupil can take on what it is intended he should learn.
The production of knowledge in schools today is instrumental, wedded to objective outcomes, privatized, and is largely geared to produce consuming subjects. The organizational structures that make such knowledge possible enact serious costs on any viable notion of critical education and critical pedagogy. Teachers are deskilled, largely reduced to teaching for the test, business culture organizes the governance structures of schooling, knowledge is viewed as a commodity, and students are treated reductively as both consumers and workers.
I often notice how students can gain the capacity to use certain critical methodologies through engaging with very different texts - how a graphic novel about gentrification and an anthology about Hurricane Katrina and a journalistic account of war profiteering might all lead to very similar classroom conversations and critical engagement. I'm particularly interested in this when teaching law students who often resist reading interdisciplinary materials or materials they interpret as too theoretical.
We are approaching a new age of synthesis. Knowledge cannot be merely a degree or a skill... it demands a broader vision, capabilities in critical thinking and logical deduction without which we cannot have constructive progress.
Listen to my advice; I have some experience. In a way, it is me being a teacher, which is what I wanted to be. I still feel I could go into teaching. What is teaching but passing on your knowledge to those who are at the beginning? Some people are born with that gift.
All of the common core standards stuff about critical reading and critical thinking and so on can only be positive.
The teaching which is written on paper is not the true teaching. Written teaching is a kind of food for your brain. Of course it is necessary to take some food for your brain, but it is more important to be yourself by practicing the right way of life.
True teaching cannot be learned from text-books any more than a surgeon can acquire his skill by reading about surgery.
Learning to read the Bible in the light of the times in which it was written is critical. Reading it uncritically, without understanding the cultural and historical setting of the text, leaves us forced to accept scientific and sociological norms of the ancient Near East from 3,000 years ago.
Teaching literature is teaching how to read. How to notice things in a text that a speed-reading culture is trained to disregard, overcome, edit out, or explain away; how to read what the language is doing, not guess what the author was thinking; how to take evidence from a page, not seek a reality to substitute for it.
More important than the curriculum is the question of the methods of teaching and the spirit in which the teaching is given
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