CONCEPTUAL SYNTHESIS / CONTEXT APPROACH

START

The course was developed within the framework of the project Yes We Can! 2019-1-PL01-KA204-065197

EDUCATIONAL COURSE

CONCEPTUAL SYNTHESIS / CONTEXT APPROACH

BACK

NEXT

From the Banking Model to the Dialoguer

BACK

NEXT

While the banking education model sees the learners as passive objects, he argues that a dialoguer educator must establish a subject-subjectrelationship with the learners. This means that the educator does not only open space for his/her participants, learners, but sees the learning process as an area to be built together. Any educator to start the Experiential Pedagogy of the Oppressed journey can begin by asking himself/herself whether he/she is a banking model of educator or a dialoguer who establishes a subject-subject relationship.

Freire says that those who commit themselves to the people must question themselves constantly and expresses that we must die as an educator to be born again as an educator learner.The main questioning here pertains to how the educator positions the learners and himself/herself in the educational process.

BACK

NEXT

Flexibility In Education

BACK

NEXT

Applying the Pedagogy of the Oppressed and experiential learning methods together brings flexibility in these three areas: Time - Method - Topic and Plan

BACK

NEXT

Learners need time until they move into a learning environment close to their own learning style. Similarly, in the dialogue process, a person who has begun his/her journey of critical consciousness needs time to be able toovercome his/her patterns.

Being able to look at the education as a dialogue and process and to operate this process requires flexibility in time. As the experiential learning theory underlines, each individual is different and learns in different ways. Learners need time until they move into a learning environment close to their own learning style. Similarly, in the dialogue process,

Flexibility in Time

BACK

Discovery of real learning needs and learning styles is only possible with a dialogue spreading to the process. The trainer should have the flexibility to apply changes in his methods every time he makes new discoveries.

NEXT

It should not be forgotten that the methods are merely tools to convey us to the learning objective. Learning objectives can not be discovered without revealing the real needs of the learners. Besides, since each individual’s learning style is different, it will not be right to set all the methods without considering the learning styles.

A dialoguer educator should be flexible in method selection. The methods specified in the pre-designed programs may not always meet the needs of the participants. Educators may sometimes want to immediately apply an interactive method that they have recently learned and liked very much.

Flexibility in Method

BACK

NEXT

Do the topics, chosen from up to bottom, make the participants a subject or an object? The trainers who actuate the experiential pedagogy of the oppressed are the dialoguers who are flexible about the topic and the plan, and progress along the discovery process with the learners step-by-step.

Perhaps the element in which a dialoguer educator should be flexible the most is the content. We can assume that the curriculum is more flexible in non- formal education, but here, the detailed identification of all aspects of the program without discovering the real needs of the participants, doesn’t it mean to design a program just with the educator’s vision?

Flexibility in Topic and Plan