 | John Beck - 1978 - 582 pages
...consideration, and, as such, objects of their action and cognition. In problem-posing education, men develop their power to perceive critically the way...come to see the world not as a static reality, but as a reality in process, in transformation. Although the dialectical relations of men with the world exist... | |
 | James F. Hopewell - 244 pages
...consciousness of their selfhood only as they recognize themselves in the pregnant sequence of time. They "develop their power to perceive critically the way...world with which and in which they find themselves [when] they come to see the world not as a static reality, but as a reality in process, in transformation."*... | |
 | Landon E. Beyer, Michael W. Apple - 1988 - 380 pages
...requires "dialogue" 60 in which teacher and student are "critical coinvestigators." 61 They both . . . develop their power to perceive critically the way...come to see the world not as a static reality, but as a reality in process, in transformation. 62 This "critical consciousness" 6 ' is developed in a series... | |
 | Alfred T. Hennelly - 1989 - 228 pages
...banking concept, Freire advocates an authentically dialogical or "problemposing" education, wherein "men develop their power to perceive critically the way...world with which and in which they find themselves the teacher-student and the students-teachers reflect simultaneously on themselves and the world without... | |
 | Christine E. Sleeter - 1991 - 356 pages
...good thinker." Freire (1972) uses the term problem-posing education: "In problem-posing education, men develop their power to perceive critically the way...come to see the world not as a static reality, but as a reality in process, in transformation" (p. 70). In a recent one-woman show, Lily Tomlin humorously... | |
 | Shaun Gallagher - 1992 - 424 pages
...of critical literacy is transformation rather than reproduction. "In problem-posing education, men develop their power to perceive critically the way...come to see the world not as a static reality, but as a reality in process, in transformation," and they begin to perceive themselves as engaged in "creative... | |
 | John A. Britton - 1994 - 286 pages
...Fordham. "Fantastic!" He would replace this banking concept by a "problem posing" education in which "men develop their power to perceive critically the way...world with which and in which they find themselves." That is to say, knowledge must grow out of experiences that are genuine transactions with reality.... | |
 | Robert A. Rhoads, James R. Valadez - 1996 - 254 pages
..."In problem-solving education, people develop their power to perceive critically the way they exitt in the world with which and in which they find themselves;...come to see the world not as a static reality, but as a reality in process, in transformation" (p. 70-71). The goal then of education should be not only... | |
 | Robert A. Rhoads, James R. Valadez - 1996 - 254 pages
...terms of the banking concept versus a problem-solving view of education: "In problem-solving education, people develop their power to perceive critically the way they exist in the world with which and in whirh they find themselves; they come to see the world not as a static reality, but as a reality in... | |
 | Barbara Anne Keely - 1997 - 224 pages
...education, the teacher is not giver and the learner passive receiver. Instead, the teacher and the student "develop their power to perceive critically the way...come to see the world not as a static reality, but as a reality in process, in transformation."" She describes her approach to this thread of liberating... | |
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Background awarenesses' and to reflect upon them. These elements are now objects of men's consideration, and, as such, objects of their action and cognition. In problem-posing education, men develop their power to perceive critically the way they exist... 
