As Bill Beattie maintains, “the aim of education should be to teach us rather how to think, than what to think - rather to improve our minds, so as to enable us to think for ourselves, than to load the memory with thoughts of other men.” It is undeniably true that education is needed for students to mature intellectually and adapt to life. However, the educational process should be liberating rather than oppressing. I believe that The Bahamas should shy away from the "banking concept of education" and incorporate the problem-posing method into the school systems; the educational experience should allow students to be able to think critically rather than regurgitate the ideas of the teachers. In his paper The Banking concept of Education, Paulo Freire makes an assertion that people should consider the problem-posing education as oppose to banking education.
Initially, through my pursuit of knowledge in the Bahamas for more than 12 years, I experienced a more liberating education that Freire depicts as problem-posing education. During this experience, where I was given a poem entitled "Dulce Et Decorum Est." in which the object of the assignment was to analyze the poem and interpret its meaning. Rather than the teacher asserting their ideas onto me, I was able to discuss with her and other classmates my interpretation of the poem. The interaction between the teacher, my peers and me created a “liberating education.”(p. 262) Freire would view this as problem-posing education because it stimulates the interaction and consciences of the mind, allowing me to form my own ideas. Problem-posing education is the best style for educating our Bahamian students because “it rejects communiqués and embodies communication.”(p. 262) In my case, I was able to communicate with the teacher because the interpretations of the poem that I saw was different from her point of view and we deliberated our views without her oppressing the thoughts that I had maintained. The Bahamas should consider problem-posing because communication is beneficial in helping people to learn and think critically about subject matter. It allows students to have a “conscience” and therefore relate the subject material to the world.
Secondly, problem-posing education allows room for more thought rather than the transfer of information. Freire writes that, “It is a learning situation in which the cognizable object (far from being the end of the cognitive act) intermediates the cognitive actors-teacher on the one hand and the students on the other.” Bahamian students should be giving the opportunity to process information and formulate its relevance rather than recite the given words or notes of the teacher without any thought as to why this information is plausible.
Also, problem-posing education will allow process of thought; it also provides much better “dialogical relations” as described by Freire. As in my experience, when I was allowed to discuss the poem and thereby gain the...