Teacher-Student Relationship :: Democratic Education, teaching, teachers

Discussing the teacher-student relationship, Freire (1995) advocates that liberating education consists in acts of cognition, not transfers of information (p. 57). end-to-end the text, he classifies two kinds of educational ideologiesthe banking concept of education and problem-posing education. In the book, he lists several characteristics of banking theory. He argues that one feature of this educational ideology is that the teachers dress as narrators in the classroom, which leads students to memorize mechanically the narrated content (1995, p. 53), and eventually enactment students into receptacles and depositories. Apart from inquiry, this ideology projects an absolute ignorance onto others (1995, p. 57). As a result, banking theory and traffic pattern minimize students creative power and to stimulate their credulity servers the interest of the oppressors who incomplete to have the world revealed nor to see it transformed (1995, p. 58). On the other hand, fetching the peop les historicity as the starting point, problem-posing education emphasizes the equal and substantiative relationship between teachers and students, in which teachers are no longer the ones who teach, exactly ones who are in dialogues with the students who in turn while being taught too teachers (1995, p. 65). In line with Freires belief, Greene, in 1988, writes from a more ad hoc perspective, suggesting that teaching for conscientization is an awareness that might make in justice unendurable (p. 6). He maintains that teachers should overcome internalized oppression, in order to teach not only what they believe, yet also teach for the sake of arousing the kinds of vivid, reflective and experiential responses that might trigger students to come together to understand what social justice actually heart (1988, p. 3). Providing a more specific situation, he asserts that teaching for social justice demands openings to all sides to that of persons desirous of telling their stories or picturing them in some(a) fashion to that of new comers striving to make sense of the very feeling of consensus or mutuality to that of children and young people, familiar with the languages used at foot (not standard English) or with the language of the street (1988, p. 16). This article makes me recall my forward educational experiences in China where people value teaching and channelize base on textbook contents. It is also being used in Chinese family education. Students perceive knowledge by listening to what the parents have told them and by reading textbooks which parents ask them to read.