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    #1

    Coud you correct this text for me, please?

    HI TEACHERS, COULD YOU CORRECT THIS ESSAY FOR ME, PLEASE?

    I'D BE GLAD IF YOU COULD GIVE ME YOUR OPINION ABOUT IT.
    THANKS IN ADVANCE.



    Paulo Freire is definitely the most influential thinker about education in the late twentieth century. The Brazilian educationalist has left a significant mark on thinking about progressive practice. Freire was able to draw upon, and weave together, a number of strands of thinking about educational practice and liberation. He can be considered one of the most influential radical educators of our world. Native from Brazil, he spent most of his early career working in the poor areas of his own homeland; Freire became familiar with poverty and hunger very soon and these experiences would have shaped his concerns for the poor and would have helped to construct his particular educational viewpoint. In 1967, Freire published his first book, Education as the Practice of Freedom and then he wrote his most famous book, Pedagogy of the Oppressed, first published in Portuguese in 1968. Freire is best-known for his attack on what he called the "banking" concept of education, in which the student was viewed as an empty account to be filled by the teacher or educator. The basic critique was not new, in factRousseau's conception of the child as an active learner was already a step away from tabula rasa and thinkers like John Dewey were strongly critical of the transmission of mere "facts" as the goal of education. Freire's work, however, updated the concept and placed it in context with current theories and practices of education, laying the foundation for what is now called critical pedagogy. Freire developed methods for teaching illiterate adults to read and to write and to think critically as well, he developed a method for teaching to take power over their own lives. Freire certainly made a number of important theoretical innovations that have had a considerable impact on the development of educational practice both on informal education and on popular education in particular. In this essay Paulo Freire has pointed out how dialogue between people is very important. He was able to picture a classroom in which teachers and students have equal power and equal dignity and this his essay has become and stood as model for educators around the world. Freire writes that dialogue involves respect: it should not involve one person acting on another, but rather people working witheach other.
    Often teachers talk about reality as if it were motionless, static and compartmentalized and really often what is taught by teachers results to be boring for the students; but the first and the main skill of a teacher must be to fill the students with the contents of his/her narration - contents that the teacher certainly must have taken from reality - and give them significance. Of course words are really important and are emptied of their concreteness. So dialogue between teachers and students is very important and it involves respect between the two parts. The good work of a teacher is fundamental for growth of children and students: through dialogue the teacher got to teach students not only the academic subjects but it is very important he/she is able to teach them how to grow up and to live their own lives. The teacher has no longer got to be merely just the one who teaches but one who is himself/herself taught in dialogue with the students and he has got to become responsible for a process where everybody – teachers and students – grow, so that the teacher teaches students and students teach the teacher. Freire wants us to think in terms of teacher-student and student-teacher - that is, a teacher who learns and a learner who teaches - as the basic roles of classroom participation.
    Freire believes that the teachers have got to be a sort of narrators and they have to be able to lead the students to memorize mechanically the narrated content: so, in Freire’s ideology, the students turn into “containers” to be filled up by the teacher’s narration. Of course, the more completely he/she fills the “containers”, the better a teacher is and the more deeply the “containers” let them be filled up, the better students they are. It is sure that the students are not called upon to know but to memorize the contents taught by the teacher.
    There is a tendency in Freire to overturn everyday situations so that they become pedagogical. Paulo Freire's approach was largely constructed around structured educational situations. While his initial point of reference might be non-formal, the educational encounters he explores remain formal. In other words, his approach is still curriculum-based and entail transforming settings into a particular type of pedagogical space. This can rather work against the notion of dialogue.. Educators or teachers need to look for 'teachable moments' - but when we concentrate on this we can easily overlook simple power of being in conversation with others. Educators have to transform transfers of information into a 'real act of knowing'.
    Critics have argued that this is impossible, claiming that there must be some enactment of the teacher-student relationship in the parent-child relationship, but what Freire suggests is that a deep reciprocity be inserted into our notions of teacher and student. Like I wrote before, Freire wants us to think in terms of teacher-student and student-teacher, that is, a teacher who learns and a learner who teaches, as the basic roles of classroom participation.
    So modern education is widely recognized as a chance for instructors (or “oppressors,” as he calls them) to fill students with information as they submissively accept it; in his vision of education, there is no reciprocal learning or sharing between teacher and student. Part of Freire's response is, of course, that the pedagogy of the oppressed is for adults who want and need to transform their world. It is, by definition, a pedagogy of use and practicality. But, of course, it is more: it is a way of life in order that we can become more fully human as Freire understands it. Freire goes beyond just the classroom messages. He also argues that the mode of relations between teacher and student are important in shaping relationships for how to be toward each other as humans.


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    #2

    Re: Coud you correct this text for me, please?

    Quote Originally Posted by dilodi83 View Post
    Paulo Freire is definitely the most influential thinker about education educationalist in the late twentieth century. The Brazilian educationalist theorist/scholar has left a significant mark on thinking about progressive practice. Freire was able to draw upon, and weave together, a number of strands of thinking about educational practice and liberation. He can be considered one of the most influential radical educators of our world.

    This sentence is problematic
    :
    Native from Brazil As a native Brazilian, he spent most of his early started his career working in the poor areas of his own homeland;. Freire He soon became familiar with poverty and hunger very soon, and these experiences would have shaped his concerns for the poor and would have helped to construct his particular educational viewpoint.

    I would say:
    ...and these experiences would later develop deep social sensivity in him towards the poor and shape his edu viewpoint.



    In 1967, Freire published his first book, Education as the Practice of Freedom and then he wrote followed by his most famous book, Pedagogy of the Oppressed, first published in Portuguese in 1968.
    To be continued...


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    #3

    Re: Coud you correct this text for me, please?

    Freire is best-known for his attack on what he called the "banking" concept of education, in which the a student were viewed as an empty account to be filled by the teacher or educator. The basic critique was not new, in fact it was Rousseau's conception of the child as an active learner, which was already a step away from tabula rasa and thinkers like John Dewey that were strongly critical of the transmission of mere "facts" as the goal of education.
    Last edited by svartnik; 08-Jan-2009 at 12:48.


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    #4

    Re: Coud you correct this text for me, please?

    Freire's work, however, updated the concept and placed it in context with current theories and practices of education, laying the foundation for what is now called critical pedagogy. perfect


    Freire developed methods for teaching illiterate adults to read and (to) write and to think critically as well,. hHe developed a teaching method for teaching to take taking power over control of their own lives.


    Freire certainly made a number of important theoretical innovations that have had a considerable impact on the development of educational practice both on in informal education and on in popular education in particular.

    educational practice in (not on)

    In this essay Paulo Freire has pointed out how much dialogue between people is very important. He was able to picture a classroom in which teachers and students have equal power and equal dignity respect and this his essay of his has become and stood as a model for educators around the world.

    Freire writes says that dialogue involves respect: it should not involve one person acting on another, but rather people working with each other together.
    Often teachers talk about reality as if it were motionless, static and compartmentalized and really often what is taught by teachers results ends up to be boring for the students;. But the first and the main most important skill of a teacher must be to fill the students with the contents of his/her their narration - contents that the teacher certainly must have taken from reality - and give them significance.


    • Join Date: Jul 2006
    • Posts: 2,886
    #5

    Re: Coud you correct this text for me, please?

    Of course words are really important and are emptied of their concreteness. So dialogue between teachers and students is very important and it involves respect between the two parts should be based on mutal respect. The good work of a teacher is fundamental for growth of children and students: through dialogues the a teacher got has to teach students not only the academic subjects but it is very important (s)he is able to teach them how to grow up and to live their own lives. The A teacher no longer has no longer got to

    do not split "have to": it will lose its power to express obligation.

    be merely just the one who teaches but one who is himself/herself taught in dialogue with the students and he has got to become responsible for a process where everybody – teachers and students – grow, so that the teacher teaches students and students teach the teacher.

    This is very convoluted.Let us make it clearer and more concise:
    A class should operate on the basis of a teaching-learning system that is both reflective and reciprocated, with the teacher being the operator. You like it?




    Freire wants us to think in terms of teacher-student and student-teacher - that is, a teacher who learns and a learner who teaches - as the basic roles of classroom participation.


    • Join Date: Jul 2006
    • Posts: 2,886
    #6

    Re: Coud you correct this text for me, please?

    Freire believes that the teachers have got to be a sort of narrators and they have to who are able to lead show the students how to memorize mechanically the narrated content: s So, in Freire’s ideology, the students turn into “containers” to be filled up by the teacher’s narration. Of course, the more completely (s)he fills the “containers”, the better a teacher is. and t And the more deeply the “containers” let themselves be filled up, the better students they are. It is sure that True, the students are not called upon to know but to memorize the contents taught by the teacher.
    There is a tendency in Freire to overturn everyday situations upside down so that they become pedagogical. Paulo Freire's approach was largely constructed/built around structured educational situations. While his initial point of reference might be non-formal, the educational encounters he explores remain formal. In other words, his approach is still curriculum-based and entail transforming settings into a particular type of pedagogical space. This can rather work against the notion of dialogue. Very nice



    Educators or teachers need to look for 'teachable moments' - but when we concentrate on this we can easily overlook the simple power of being in conversation with others. Educators have to transform transfers of information into a 'real act of knowing'.
    Critics have argued that this is impossible, claiming that there must be some enactment of the teacher-student relationship in the parent-child relationship, but what Freire suggests is that a deep reciprocity be inserted into our notions of teacher-student interactions. Like I wrote pointed out before, Freire wants us to think in terms of teacher-student and student-teacher, that is, a teacher who learns and a learner who teaches, as the basic roles of classroom participation.


    So modern education is widely recognized as a chance for instructors (or “oppressors,” as he calls them) to fill students with information as they who submissively accept it information; i In his vision concept of education, there is no reciprocal learning or sharing between teacher and student. Part of Freire's response is, of course, that the pedagogy of the oppressed is for adults who want and need to transform their world. It is, by definition, a pedagogy of use and practicality. But, of course, it is more: it is a way of life in order that where we can become more fully human, as Freire understands it. Freire goes beyond just the classroom messages. He also argues that the mode of relations between teacher and student are (mode is) important in shaping relationships for how to be toward each other as humans. for oiling the wheels of social interactions between them.

    • Member Info
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    #7

    Re: Coud you correct this text for me, please?

    Thank you very much!!!

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