Before I tackle the idea of a philosophy in support of education, we must first know what education actually means. Education is defined as the act or process of imparting or acquiring general knowledge, developing the powers of reasoning and judgment, and generally of preparing oneself or others intellectually for mature life. With this designation in mind, education is a means of opening new doors to a more prosperous, mature life. Education is constant and acquired until the day we die. Without education, where would humans find themselves? This process of acquiring general knowledge is formulated through distinct interactions between teachers and students in a school setting, as well as events in our daily lives. By critically thinking and actively learning, one can better obtain knowledge. Through the before mentioned concepts of Colombo, Paulo Freire’s notion of banking and problem posing, as well as my own personal experiences in the education system, my philosophy of education is revealed.
What does it mean to be a critical thinker and active learner? How do these two ideas relate to education? Colombo says that a critical thinker is someone who asks questions opposed to expecting answers. Instead of ingesting all the information a teacher feeds you in the period of a class, a critical thinker takes that information and asks why something is the way it is. Asking questions allows the student to reformulate answers and ask more questions. The student in this case is seeking unspoken ideas in order to formulate a better knowledge of the given information (Colombo). A student who has the ability to shape and not merely absorb knowledge is an active learner. The acquired knowledge is far stronger and in depth in comparison to someone who doesn’t ask any questions. Instead of sitting at a desk and listening to a teacher all period, an active learner and critical thinker is able to put the ball in their court, allowing for full control of their learning and education.
The next key concept in relation to education is the idea of banking and problem posing in the education system. Freire describes the banking method as a system of control and power. He goes on to say that education is a narration (Freire). The students are nothing more than disciples listening to the narration; they hear the information, store it in their minds, and wait for the next set of facts. Freire says, “Narration (with the teacher as narrator) leads the students to memorize mechanically the narrated account.” In the banking approach, instead of look at what’s important, we just get caught up in the insignificant. A fraction of teachers run class in this manner, but many teachers, at least in my own experience, minimize the gap between teacher and student. These teachers effectively educate their students in a manner in which even they can learn and grow on a day-to-day basis.
This leads to the theory of problem posing. This premise states that education is the practice of freedom. Freedom in this case means that acquiring knowledge is not static. Freire says that liberation is a praxis, meaning that we make use of knowledge and applying it. This idea of knowledge is key to my philosophical view of education. As humans, we are constantly exposed to ideas that better form our perception of life, making us more mature. Maturity is key to the definition of education. Without a sense of maturity, how can someone feel like they are ‘growing’ as a person? How can one feel as though they have bettered themselves, from a philosophical standpoint, without a sense of education and maturity? In short, the answer is that they cannot.
Although the ideas of both Colombo and Paulo Freire provide great insight into philosophical views of education, there is one thing that, in the end, has the biggest impression on my views. The biggest impact on my philosophy of education is formulated through personal experience. Personal experience has a major influence on perceptions of life and education. From the first day of Kindergarten and the early years of Elementary school, through Highland Park Middle School, and finally the grind that is known as High School, I find myself at Portland State University. Through the last twelve years, I have acquired an abundance of knowledge not only about the world around me, but also about myself. The knowledge not only came from diligent work at school, but was also attained through personal experience both inside and outside the classroom.
To put all these ideas into perspective, think about the common saying that we should learn something new everyday. Do we ever stop to think why learning something new is meaningful? The answer is simple; obtaining new knowledge is a day-to-day process we are molded by. Five days a week, for the last twelve years, I have been educated in a classroom by my teachers as well as my fellow peers. Outside of class and countless weekends in between, I have developed my ability to reason and make judgment. From countless readings on other human’s philosophies on education, to the countless hours spent in a classroom with students and teachers, and most importantly my own life long experiences, the foundation for my philosophy has been built. Knowledge and education obtained today is knowledge and education used for tomorrow.
Works Cited
Colombo. “Thinking Critically, Challenging Cultural Myths”.
Freire, Paulo. “Pedagogy of the Oppressed”. New York: Continuum Books, 1993.