Group: Cristian Galilea
Topic: 2 Student Power. How Banking education dehumanizes and limits education of the students.
Thesis: I will write about the importance of the Problem Posing form of education and how WCU can benefit form incorporating it into more classes. As of now classes still feel like it is a lot about memorizing certain information until a test and then losing it right after. Going about learning this way will amount to nothing, it will make the students feel like they are machines meant to be filled instead of being a conscious learner of the world making them feel dehumanized. Applying Problem Posing would allow more freedom in the way of learning and really free the mind to learn for learning sake instead of being told to memorize only to lose the information.
Quotes: “But one does not liberate people by alienating them. Authentic liberation—the process of humanization—is not another deposit to be made in men. Liberation is a praxis: the action and reflection of men and women upon their world in order to transform it. Those truly committed to the cause of liberation can accept neither the mechanistic concept of consciousness as an empty vessel to be filled, nor the use of banking methods of domination(propaganda, slogans—deposits) in the name of liberation.”-page 4 par 2
“Resignation gives way to the drive for transformation and inquiry, over which men feel themselves to be in control. If people, as historical beings necessarily engaged with other people in a movement of inquiry, did not control that movement, it would be (and is) a violation of their humanity. Any situation in which some individuals prevent others from engaging in the process of inquiry is one of violence. The means used are not important;to alienate human beings from their own decision-making is to change them into objects.”- page 6 par 6/7
constructive criticism: Your sentences are very wordy and some just sound awkward to me and less concise. Maybe simplify them to make more clear.
positive reinforcement: when you talk about memorizing, testing, and then forgetting after, you make it sound so relatable to every student, and it really is! Its a lot like a printer if you think about it, you put paper it, send it a signal to print something, and it prints what information is given and waits for the next instructions to do the next task. in some ways this is like a student waiting to learn new info and totally forget about what they just learned, or in the case of the printer, what it had just printed.
Proposal feedback: The thesis is good and i understand what you are saying just make your sentences less wordy. maybe shorten them and create into new formed sentences.
I love your thesis! I think you are spot on when you say, “As of now classes still feel like it is a lot about memorizing certain information until a test and then losing it right after.” How does one retain information if they don’t really care about the content? The things I have learned the most and have stuck with me are the things I took the most interest in.
A thought to consider- how then do teachers gauge progress if not for memorization and tracking through test-taking? Most teachers have people they report to. They have to show somehow that the students they are teaching are learning. I wonder if there is a way to track academic progress without rote memorization?