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

Discussing the teacher-student relationship, Freire (1995) advocates that liberating procreation consists in acts of cognition, non transfers of information (p. 57). Throughout the text, he classifies two kinds of readingal 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 work as narrators in the classroom, which leads students to memorize mechanically the narrated essence (1995, p. 53), and eventually turn 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 practice minimize students creative power and to stimulate their intolerance servers the interest of the oppressors who neither to have the world revealed nor to see it transformed (1995, p. 58). On the other hand, taking the peoples historicity a s the starting point, problem-posing education emphasizes the equal and positive relationship between teachers and students, in which teachers are no longer the ones who teach, but ones who are in dialogues with the students who in turn spell be taught also teachers (1995, p. 65). In line with Freires belief, Greene, in 1988, writes from a more specific perspective, suggesting that word of faith for conscientization is an awareness that might make impairment unendurable (p. 6). He maintains that teachers should overcome internalized oppression, in order to teach not only what they believe, but also teach for the sake of arousing the kinds of vivid, reflective and existential responses that might motivate students to come together to understand what social arbitrator actually means (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 fashion to that of new comers striving to make scent out of the very notion of consensus or mutuality to that of children and young people, familiar with the languages use at home (not standard English) or with the language of the street (1988, p. 16). This article makes me recall my prior educational experiences in China where people rank teaching and guiding base on textbook contents. It is also being used in Chinese family education. Students perceive knowledge by listen to what the parents have told them and by reading textbooks which parents ask them to read.