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Learning and Teaching - Friere
- 1. A. Theories of Learning 3. Paolo Freire Educator MAXIMALLY SYSTEMATISED KNOWING 1
- 2. A. Theories of Learning 3. Paolo Freire Educator Learner MAXIMALLY SYSTEMATISED KNOWING 2
- 3. A. Theories of Learning 3. Paolo Freire Educator Learner MAXIMALLY SYSTEMATISED KNOWING MINIMALLY SYSTEMATISED KNOWING 3
- 4. A. Theories of Learning 3. Paolo Freire An act of “knowing” Educator Learner MAXIMALLY SYSTEMATISED KNOWING MINIMALLY SYSTEMATISED KNOWING 4
- 5. A. Theories of Learning 3. Paolo Freire An act of “knowing” Educator Learner MAXIMALLY SYSTEMATISED KNOWING MINIMALLY SYSTEMATISED KNOWING Synthesis achieve through dialogue, and 5
- 6. A. Theories of Learning 3. Paolo Freire An act of “knowing” Educator Learner MAXIMALLY SYSTEMATISED KNOWING MINIMALLY SYSTEMATISED KNOWING Synthesis achieve through dialogue, and 6 interaction with the environment
Notes de l'éditeur
- He defined the teacher or educator as someone with Maximally Systematised Knowing. Someone who had constructed their own learning, who had this “knowing” as systematised as it could get. This has been achieved through time, through repeatedly going through many acts of knowing, as he put it. Remember that educators are experts. Experts in a discipline, game, sport, craft or whatever are able to perceive and memorise more accurately and fully than a non-expert, any phenomenon that is relevant to their area of expertise (Wood, 1994). Learners have not got this facility.
- The learner would have
- Minimally systematised knowing. It is important for us to realise that we cannot simply transfer our system, our structure, to the learner. The learner has to create his or her own system of knowledge. Freire calls a single bit of learning an act of knowing. An act of knowing would take place through
- …
- dialogue – specifically a synthesis of knowledge would be achieved through dialogue, and
- interaction of the student with the environment, with the effect that the knowledge would be slightly more systematised. The more dialogue, the more interaction with the environment, the more systematised would the learner’s knowledge be. What might be useful here is the recognition that something is not known or learnt at once, but it is gradually assimilated and improved with greater synthesis through dialogue or working with the environment or materials. Recall Bruner’s spiral curriculum. As David Wood puts it in “How Children Think and Learn” – an expert’s knowledge endows them with the ability to perceive ORGANISATION and STRUCTURE, whereas a novice’s is piecemeal or fragmented.