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

Discussing the teacher-student relationship, Freire (1995) advocates that liberating program line consists in acts of cognition, not transfers of information (p. 57). Throughout the text, he classifies cardinal 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 work as narrators in the classroom, which leads students to watch mechanically the narrated content (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 arrest their credulity 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 multitudes historicit y as 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 while universe taught also teachers (1995, p. 65). In line with Freires belief, Greene, in 1988, writes from a more specific perspective, suggesting that teaching for conscientization is an awareness that might make injustice unendurable (p. 6). He maintains that teachers should over stimulate 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 experiential responses that might motivate students to come together to understand what social justice 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 athirst(predicate) of telling their stories or pic turing them in some fashion to that of new comers striving to make sense of the very notion of consensus or mutuality to that of children and unsalted people, familiar with the languages used 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 value teaching and guiding base on textbook contents. It is also being used in Chinese family education. Students perceive knowledge by earreach to what the parents have told them and by reading textbooks which parents ask them to read.