CHAPTER 1: The School as an Agent of Social Change

SCHOOL AS A SOCIAL ORGANIZATION

Schools are important organization that prepares young children of their future rules as
productive citizens in the country. The way the schools fulfill this function has a strong effect on the
quality of education they provide.

STRUCTURE
 The social structure of schools refers to the patterns of social relationships and interactions that
exist within the school environment
 For example: A principal who oversees the entire school, set of rules and regulations that
govern student behavior and academic expectations, student clubs and organizations

CLIMATE AND CULTURE

 Climate refers to the atmosphere and tone of the school, including the physical environment,
interpersonal relationships, and student engagement. A positive school climate is characterized
by a sense of safety, respect, and support among students and staff.
 School culture refers to the values, beliefs, and attitudes that underpin the school's mission and
goals. It is characterized by a shared vision of education and a sense of collaboration and
teamwork among staff members.

LEADERSHIP AND DECISION-MAKING

 Leadership refers to the process of directing and motivating people towards achieving a
common goal or vision and decision making is the main focus of school leadership but there may
be times when teachers do not agree and follow.
 For example, a principal who expresses his ideas about sex education which are incongruent
with the local values may be chastised by the local community and given a formal warning by
the superintendent.

RELATIONSHIP
 Social organizations like schools are stemmed from interaction among people both within and
outside of the organization. Some examples of it are relationship between students, students
and teachers, relationship between staff members, peer relationship and more that can develop
your social skills.

SOCIAL CHANGE AND ITS EFFECT IN THE EDUCATIONAL SYSTEM

DIGITALIZATION AND TECHNOLOGICAL ADVANCES

 Digitalization is the process of transforming analog data into digital format using computers and
internets, while Technological advance refers to the development and implementation of new
 technologies and systems. Both of it have led to the development of the internet and the
creation of digital communication channels.
 For example: advances in computer hardware and software have led to the creation of powerful
computers that can process large amounts of data quickly and efficiently.

DEMOGRAPHIC AND BEHAVIORAL CHANGES

 The changing demographics, geographical, and behavioral profile of customers are forcing
financial institutions to deal with divergent customer expectations, and new customer bases and
workforces.

GLOBAL TALENT AND SKILLS RACE

 Talent capable of navigating a rapidly evolving financial landscape will be required to respond to
increasing regulatory pressures, a changing approach to risk management and the emergence of
new markets.

REGULATORY CHANGES AND COMPLEXITY

 Regulatory changes refer to modifications or updates made in the changing of laws, rules and
regulations. Regulatory changes and complexity can have significant implications for businesses,
consumers, and the broader economy.
 For example, changes in financial regulations can require banks and other financial institutions
to implement new reporting requirements, conduct additional risk assessments, or revise their
governance structures.

CHANGES IN INVESTMENT, CAPITAL SOURCES AND RETURNS

 It refers to the shifts and trends in the way companies and investors access and deploy capital,
as well as the returns that are generated from these investments. These changes can be driven
by technological innovations, economic conditions, and shifts in investor preferences. Changes
in investment and capital sources have also led to shifts in returns.
 For example, investments in emerging markets, private equity, and other alternative assets have
offered the potential for higher returns, but with greater risk and complexity.

FOURTH INDUSTRIAL REVOLUTION

1. Davis (2016) builds on the Digital Revolution with Cyber physical system providing new
mechanism and allowing technology to be embedded with societies and even human body.

2. Schwab (2016) describes how the 4th Industrial Revolution is fundamentally different from the
previous Industrial Revolution.

3. Bernard (2016) provides various opportunities to improve human communication and conflict
resolution.
FOURTH INDUSTRIAL REVOLUTION BROUGHT SIGNIFICANT TRANSFORMATION CHARACTERIZED BY:
1. Wider Employment Opportunities
2. Demand for Quality, Competitive and Flexible Workers
3. Globalization
4. Millennial Workforce
5. Mobility
6. Technological Advancement
7. New Behavior

THREE LITERATION THAT NEEDS TO BE DEVELOPED:

1. Data Literation
 Ability to read, analyze and to used information in the digital world..

2. Technology Literation
 Ability to understand mechanical (work) to use the application of technology like (coding,
artificial intelligence, and engineering principles).

3. Human Literation
 Development of leadership skills, social competence, collaboration and teamwork,
professionalism and new sets of values to be developed among students

ESSENTIAL SKILLS
1. Complex Problem Solving
2. Innovation Skills
3. Critical Thinking
4. Creativity
5. People Management
6. Collaboration
7. Emotional Quotient
8. Decision Making
9. Negotiation Skills
10. Entrepreneurship
11. Cognitive Fluency

CHANGE FORCES
Sergiovanni (2000, pp. 154-155) identified six forces affecting changes in schools:
1. Bureaucratic Forces
2. Personal Forces
3. Market Forces
4. Professional Forces
 5. Cultural Forces
6. Democratic Forces

BUREAUCRATIC FORCES
 Bureaucratic forces are rules, mandates, and other requirements intended to provide direct
supervision, standardized work process, or standardized outcomes that are used to prescribed
change.

PERSONAL FORCES
 Personal forces are personalities, leadership styles, and interpersonal skills of change agents
that could push for changes to happen in school.

MARKET FORCES
 Market forces are competition, incentives, and individual choice that are used to motivate
change.

PROFESSIONAL FORCES
 Professional forces are standards of expertise, codes of conduct, collegiality, felt obligations, and
other professional norms intended to build professional community to compel change

CULTURAL FORCES
 Cultural forces are shared values, goals, and ideas about pedagogy, relationships, and politics
intended to build covenantal community that is used to compel change

DEMOCRATIC FORCES
 Democratic forces are democratic social contacts and shared commitments to the common
good intended to build a community that is used to compel change.

Teachers, students, and staff must see their roles and responsibilities in the changes that will
happen. Cooperation, collaboration, and open communication is essential. Responding to the different
change forces requires empowerment of every member of the school community.

CHARACTERISTICS OF A GOOD SCHOOL AS AN AGENT OF SOCIAL CHANGE

To effectively serve as an agent of social change, schools need to evolve and be model of a good
social Institution. Reviewing the current literatures on the characteristics of a good school makes us
conclude that good schools are generally described as being learner-centered. Good schools make an
effort to serve all types of students by providing a good physical and socio-emotional environment for all
students. They provide instructional support system to help students to learn effectively and to develop
curricular program to further enrich the knowledge and skills of the students. They respect the ethnic
and linguistic differences among students.
INDICATORS OF A GOOD SCHOOL FROM SIX COMPOSITE PERSPECTIVES
Based on the study of MacBeath, Boyd, Rand, and Bell (1995), there are six indicators or an effective
school that were also affirmed by Sergiovanni (2000):
1. Pupil
2. Teacher
3. Parent
4. Management
5. Support Staff
6. Board Member, Trustee

PUPIL
 Pupils are nice to each other
 Everyone is treated fairly
 There is a friendly atmosphere
 Teachers control the classes but not too strict
 Teachers help you with things you are not good at

TEACHER
 Communication is good among all members
 Staff development is good
 The environment is good to work in
 Pupils are happy and well-motivated
 All pupils are helped to achieve what they are capable of

PARENT
 There is a welcoming friendly atmosphere
 Staff is caring and communicate well with pupils
 Discipline is good
 Extra time is spent with children who learn less quickly
 Relationships are good between teachers and parents

MANAGEMENT
 Pupils are safe
 All members of the school community work toward clear objectives
 A high quality of information is given to parents and visitors
 Rules are applied evenly and fairly
 All pupils are helped to achieve what they are capable of

SUPPORT STAFF
 Resources are good and up to date.
 Classrooms are clean, warm, and comfortable
  Support staff are given credit for their competence and contribution
 The environment is friendly and welcoming
 Staff development involves all staff

BOARD MEMBER, TRUSTEE

 Excellent reputation with the local community
 Strong leadership from senior management
 A happy and welcoming environment
 Pupils being helped to reach their individual potential
 A safe place for pupils

As an agent of social change, a school must set an example of a good social institution. Schools need
to model a dynamic social organization characterized by the following:

1. The school climate must be professional and friendly to all;

2. There must be positive relationships among students, faculty, staff, administrators, and
stakeholders;
3. The classroom atmosphere must be mentally and emotionally engaging for learning:
4. There is enough and adequate support for learning;
5. The teachers and other staff received support for professional and personal growth:
6. The school must be efficient in managing its resources;
7. There must be an efficient communication system among teachers, students, administrators,
staff, parents, and other stakeholders,
8. The school has a system to recognize good works and other achievements;
9. There must be a strong school and home relationship; and
10. All members of the school community must be treated with respect.

THE SCHOOL AS AN AGENT OF SOCIAL CHANGE

 The school as an agent of positive social change and transformation must elicit support and
cooperation from all its constituents and stakeholders. The members of the school community
believe and support its vision and mission. It encourages collaboration rather than competition.
It disassociates itself from unhealthy academic politics and practices that destroy unity and good
relationship among the faculty and staff.
 Schools are guided by a clear vision and a passion to pursue a noble mission. Schools
everywhere are not only centers of learning and knowledge production. They are the guardians
of peoples' freedom and democratic life. They are shrines of noble ideas and ethical principles.
They are the minds and conscience of the people in the field of education.

RESPONDING TO THE NEEDS OF THE COUNTRY AND LOCAL COMMUNITIES

 Community schools were expected to contribute to the economic and cultural development of
the people and the communities where they served. They are shrines of knowledge and wisdom
 when there are only few basic education schools in the country. They are concrete reflections of
the state's commitment to ensure equity and access to quality education.
 Trade and agricultural schools are also good models of how a school can influence positive social
change. These schools aim to contribute to the economic development of the people and
community.

AGRICULTURE SCHOOLS THAT CONTIBUTE TO THE COMMUNITY:

1. University of the Philippines Los Baños
2. Central Luzon State University
3. Central Minadanao University
4. Mariano Marcos State University
5. Eastern Visayas State University

UNIVERSITY OF THE PHILIPPINES

 Contributes in developing local doctors.

SILLIMAN UNIVERSITY
 A good example of how a school cab influences the transformation of the society. It has
immensely influenced the economic and cultural development of Dumaguete City and the whole
island of Negros. Currently, Silliman has a strong research in marine science that focuses on the
conservation of our country's marine resources.

OTHER SCHOOLS WITH NOBLE CONTRIBUTIONS TO NATION BUILDING:

 The UP Baguio research on the indigenous peoples culture in Cordillera region
 Ateneo de Manila University is also known for its contributions in helping the poor people in
varoius parts of the country and it has collaborations with other agencies and institutions, like
Gawad kalinga, its mission to end poverty and serve the poor.
 Mirriam College partnership in developing children's literacy in poor communities.
 St. Scholastica's College program for empowering women and in promoting gender equity.
 The UP College of Law, Law Center for providing free legal assisstance to poor people.
 The Central Visayas Institute of Technology for developing science literacy by building a good
science and mathematics program in a small town of Jagna in the province of Bohol.
 Mindanao State University for advancing the education of Muslims and other indigenious
groups in Mindanao.
 Mary Johnston College of Nursing for serving the health needs of poor families in Tondo,
Manila.
 TESDA schools all over the country are helping to develop the vocational and technical skills of
millions of students.
MISSION SCHOOLS
 There are also a good number of mission schools established by various catholic and protestant
churches that are good models. The Seventh Day Adventist Church in the Philippines has
pioneered multigrated classes in different local communities in the Philippines.

K-12 PROGRAM
All schools under K-12 Education Program are expected to function as agents of social change
and transformation. They are expected to contribute to nation building by developing holistically
developed and functionally literate learners characterized by:
 A healthy mind and body
 Solid moral and spiritual groundings
 Essential knowledge and skills to continuously develop himself/herself to the fullest
 Engagement in critical and creative problem solving
 Contribution to the development of a progressive and humane society
 Appreciation of the beauty of the world and cares for the environment for a sustainable future.

RESPONDING TO THE NEEDS OF A CULTURALLY DIVERSE GLOBAL COMMUNITY

1. Shim (2011) pointed out that from a global perspective, people now live in the world wherein
entanglement is an inherent condition of human existence; constant border crossing among
cultural and language boundaries using technology becomes inevitable.

2. In the study of Ball (2000), the enormous complexities of today's world require a new vision for
schooling that respond to the needs of the global and multiculrural society in which we live.

3. To be culturally literate is to possess the basic information extending over the major domains of
human activities from arts, sports, and science, needed to thrive in the modern world, Hirch
(1987).

4. Certain provisions in the school curriculum should allow students to immerse to different
cultures. The thriust of the school curriculum should be focused on the development of learners
who appreciate various cultures and ideas among different countries (Pawilen et al., 2009)

5. Schools have great roles in addressing issues and demands of cultural diversity. Our classrooms
too are becoming more complex and diverse (Shim, 2011).

6. Despite the increasing demands for teachers to teach for equity, diversity, and global
interconnectedness, colleges of education are not producing teachers who are internationally
adept (Merryfield, 2000).

7. Brodin (2010) also observed that the need for educating all citizens and providing them with
information about other cultures and countries has become imperative.
INTERNATIONALIZATION
It suffices to say that internationalization of education, which is is a global concern among
educators and governments, is the key in addressing various needs, challenges and problems posed by
cultural diversity (Tilghman, 2007)

Activities:
 instilling a global perspective among students
 exposing them to the cultures of countries other than their own
 building academic bridges between schools and colleges and their respective faculties

Diokno (2010) observed that internationalization has opened the door for many countries to
improve their educational systems, especially in higher education.

Activities:
 faculty and student exchange programs
 development of offshore campuses or satellite campuses
 establishment of joint research projects and university linkages
 development and promotion of cultural understanding and respect to diversity

ROLES OF ADMINISTRATORS, TEACHERS, AND STUDENTS IN PROMOTING SCHOOLS AS AGENTS OF

SOCIAL CHANGE AND TRANSFORMATION

LEADERSHIP
 effective leadership that pushes more innovations in a creative organizational environment.

COLLABORATION
 meaningful and constructive that allows creativity, critical thinking, problem solving, and
decision-making.

FULLAN (2001) identified several strategies that leaders in school could do to be effective in complex
times:

1. EDUCATIONAL LEADERS MUST BE GUIDED BY MORAL PURPOSE.

 Moral purpose is about making a positive difference in the lives of students and striving to
improve the quality of working relationship in the school.

2. IT IS ESSENTIAL FOR LEADERS TO UNDERSTAND THE CHANGE PROCESS.

 It is essential to understand that oppostion, discontentment, discoruragement, negative
feedbacks, is natural when undergoing some changes. An effective leader is a coach, a mentor,
and a teacher in the change process.
 3. IT IS ESSENTIAL TO BUILD RELATIONSHIPS.
 Leaders must be consummate relationship builder within the school with teachers, staff, and
students, and between the school and with all stakeholders. Effective leaders constantly foster
purposeful interaction and communication.

4. LEADERS MUST COMMIT TO KNOWLEDGE CREATION AND SHARING.

 School leaders should commit themselves constantly in generating and increasing knowledge
inside and outside the school organization.

5. EFFECTIVE LEADERS SEEK COHERENCE IN EVERYTHING THEY DO.

 Ensuring coherence is important by constantly following logic and rationale thinking in making
decisions, being guided by the school values and philosophy, and being scientific and systematic
in conducting business in school.

OTHER STRATEGIES THAT ADMINISTRATORS, TEACHERS, AND OTHER PERSONNEL CAN DO TO ENSURE
SUCCESS OF THE SCHOOL:

1. STRONG PRINCIPAL LEADERSHIP

 The principal ensures that all education goals, target, and plans set by the school and by the
Department of Education should be implemented effectively.

2. SETTING HIGH EXPECTATIONS FOR STUDENTS' ACHIEVEMENTS

 The business of the school is to ensure that all students should be succesful in their studies;
ensuring that all curriculum competencies should be mastered by the students and this is
measured by the assessment of their learning performance.

3. EMPOWERMENT AND PROVIDING POSITIVE SUPPORT TO TEACHERS

 Trust and support for teachers are important morale boasters that drive teachers to do more
innovations in their classes.

4. CREATING A CLEAR VISION AND MISSION

 Any administrator should help the school community to create a clear vision and a great sense
of mission. This sets the foundation of good leadership - a vision and mission that is shared by all
members of the school community.

5. MONITORING STUDENTS' PROGRESS AND TEACHERS' PERFORMANCE

 Effective school leaders regularly monitor students' progress and evaluate teachers'
performance. This means providing instructional leadership is important.
 6. ESTABLISHING A POSITIVE SCHOOL CLIMATE
 Ensuring transparency, integrity, and honesty in all school transactions, establishing clear
standards to follow, could do this exercising fairness, and supporting professional growth of
teachers and staff.

7. ESTABLISHING LINKAGES AND COLLABORATION WITH PARENTS, COMMUNITY, AND ALL

STAKEHOLDERS
 Ensuring support and participation of all stakeholders in every school activities and encouraging
parents to have active role in the education of their children are essential.

CHAPTER 1.1: Philosophical Thoughts on Education

ISOLATED FACTS AND THE BANKING METHOD

 The “banking” concept of education is a method of teaching and learning where the students
simply store the information relayed to them by the teacher. In a “banking” type of
environment, a classroom is structured in a way that the primary duty of students is to
remember and accurately recall the information provided by the instructor. They are not asked
to participate in any other way, and simply absorb the information.

 It is not that we neglect facts. But isolated facts make no sense and only become meaningful
when seen in relation to other facts. Through further questioning thus connects the fact which
in return may help the learner see its meaning and relevance to his/her life.

A. JOHN LOCKE (1632- 1704): THE EMPIRICIST EDUCATOR

 Acquire knowledge about the world through the senses - learning by doing and by interacting
with the environment.
 Simple ideas become more complex through comparison, reflection, and generalization - the
inductive method.
 Political order should be based upon a contract between the people and the government.
 People were to establish their own government and select their own political leader from
amoing themselves; civic education is necessary.
 People should be educated to govern themselves intelligently and responsibly. (Omstein, 1984)

For John Locke, education is not acquisition of knowledge contained in the Great Books. It is learners
interacting with concrete experience, comparing, and reflecting on the same concrete experience. The
learner is an active, not a passive agent of his/ her own learning.

From the social dimension, education is seeing citizens participate actively and intelligently in
establishing their government and in choosing who will govern them from among themselves because
they are convinced that no one person is destined to be ruler forever.
B. HERBERT SPENCER (1820-1903)
 A philosopher, biologist and sociologist
 Coined the phrase "Survival of the fittest"
 "Industrialized society requires vocational and professional education based on specific and
practical utilitarian objective rather than on general educational goal with humanistic and
classical education.
 Curriculum should emphasize the practical, utilitarian and specific subjects.
 Was not inclined to rote learning; schooling must be related to life and to the activities needed
to earn a living.
 Curriculum must be arranged according to their contribution to human survival and progress.
 Individual competition leads to social progress. Who is fittest survives (Ornstein, 1984)

C. John Dewey (1859-1952): Learning through Experience

 John Dewey was an American philosopher and educator who was a founder of the philosophical
movement known as pragmatism, a pioneer in functional psychology, and a leader of the
progressive movement in education in the United States.
 Dewey's philosophy of education highlights the importance of imagination to drive thinking and
learning forward, and for teachers to provide opportunities for students to suspend judgement,
engage in the playful consideration of possibilities, and explore doubtful possibilities
 Education is a social process and so school is intimately related to the society that it serves.
 Children are socially active human beings who want to explore their environment and gain
control over it.
 Education is a social process by which the immature members of the group, especially the
children, are brought to participate in the society.
 The school is a special environment established by members of society, for the purpose of
simplifying, purifying and integrating the social experience of the group so that it can be
understood, examined and used by its children.
 The sole purpose of education is to contribute to the personal and social growth of individuals.

The steps of the scientific or reflective method which are extremely important in Dewey's educational
theory are as follows:

 The learner has a "genuine situation of experience". Involvement in an activity in which he/she
is interested. Within this experience the learner has a "genuine problem" that stimulates
thinking.
 The learner possesses the information or does research to acquire the information needed to
solve the problem. The learner develops possible and tentative solutions that may solve the
problem.
 The learner tests the solutions by applying them to the problem. In this one way one discovers
their validity for oneself.
  The school is social, scientific and democratic. The school introduces children to society and
their heritage. The school as a miniature society is a means of bringing children into social
participation.
 The school is democratic because the learner is free to test all ideas, beliefs and values. Cultural
heritage, customs and institutions are all subject to critical inquiry, investigation and
reconstruction.
 School should be used by all, it being a democratic institution. No barrier of custom or prejudice
segregate people. People ought to work together to solve common problems. The authoritarian
or coercive style of administration and teaching is out of place because they block genuine
inquiry and dialogue.
 Values are relative but sharing, cooperation, and democracy are significant human values that
should be encouraged by schools. (Ornstein, A. 1984)

The Fund of Knowledge of the Human Race

Dewey does not disregard the accumulated wisdom of the past. These past ideas, discoveries
and inventions, our cultural heritage, will be used as the material for dealing with problems and so will
be tested. If they are of help, they become part of a reconstructed experience. If they are not totally
accurate, they will still be part of a reconstructed experience.

Schools are For the People and By the People

Schools are democratic institutions where everyone regardless of age, ethnicity, social status is
welcome and is encouraged to participate in the democratic process of decision-making. Learners and
stakeholders practice and experience democracy in schools.

D. GEORGE COUNTS (1889-1974)

 Education is not based on eternal truths but is relative to a particular society living at a given
time and place.
 By allying themselves with groups that want to change society, schools should cope with social
change that arises from technology.
 There is a cultural lag between material progress and social institutions and ethical values.
 Instruction should incorporate a content of a socially useful nature and a problem-solving
methodology.
 Students are encouraged to work on problems that have social significance.
 Schools become instrument for social improvement rather than an agency for preserving the
status quo.
 Teachers should lead society rather than follow it. Teachers are agents of change
 Teachers are called on to make important choices in the controversial areas of economics,
politics and morality because if they failed to do so, others would make the decisions for them.
 Schools ought to provide an education that affords equal opportunities to all students.
(Ornstein, A. 1984)
Lag Between Material Progress and Ethical Values
Counts asserts that "there is a cultural lag between material progress and social institutions and
ethical values." Material progress of humankind is very evident but moral and ethical development seem
to have lagged behind. A friend once wrote: "The Egyptians had their horses. Modern man has his jets
but today it is still the same moral problems that plague humankind." Indeed with science and
technology, we have become very powerful and yet powerless. We have conquered a number of
diseases and even postponed death for many, we have conquered aging, the planets, the seas but we
have not conquered ourselves.

E. THEODORE BRAMELD (1904-1987)

 Social Reconstructionism
 As the name implies, social reconstructionism is a philosophy that emphasizes the reformation
of society. The social reconstructionists contend that:
"humankind has moved from an agricultural and rural society to an urban and technological
society... there is a serious lag in cultural adaptation to the realities of a technological society.
Humankind has yet to reconstruct its values in order to catch up with the changes in the
technological order, and organized education has a major role to play in reducing the gap
between the values of the culture and technology." (Ornstein, 1984)
 Technological era is an era of interdependence and so education must be international in scope
for global citizenship.
 The technological era, also known as the digital age, is characterized by the widespread use of
technology in all aspects of society, including communication, commerce, and education and;
 Global citizenship refers to the idea that individuals have a responsibility to engage with and
contribute to the global community.
 Social reconstructionists view education as a tool for social change and seek to empower
students to become agents of change in their communities and the world at large. They believe
that schools should not just transmit knowledge and skills but also help students develop critical
thinking skills and a deep understanding of social issues and problems.
 Social reconstructionists are firmly committed to equality or equity in both society and
education. Barriers of socio-economic class and racial discrimination should be eradicated.
 Social reconstructionists believe that education should be used as a tool for social change and
that students should be taught to critically analyze and challenge societal problems, such as
inequality, discrimination, and poverty.

CRITICAL PEDAGOGY AND DIALOUGE VS. THE BANKING METHOD

F. PAULO FREIRE
 a critical theorist, like social reconstrutionist
 believed that systems must be change to overcome oppression and improve human conditions
 believed that education and literacy are the vehicle for social change.
 believed that traditional pedagogy was oppressive and dehumanizing.
BANKING SYSTEM OF EDUCATION
 "An act of depositing, in which the students are the depositories and the teacher is the
depositor"
 "Fill the students with the content of his narration-content, which is detached from reality,
disconnected from the totality that engendered them and could give them significance.
 " A person to be merely in the world, not with the world or with others; the individual is a
spectator, not re-creator "

IDEA:
 The student will receive, memorize, and repeat
 Teachers are active while student are passive members of the classroom community
 Teachers promote the goal of the oppressors by depositing information into the students.

CRITICAL PEDAGODY
 "An educational movement guided by the passion and principle to help students"
 "Education must begin with the solution of the teacher-student contradiction, by reconciling the
poles of contradiction so that both are simultaneously or at the same time teachers and
students"
 "Problem-posing education aims at the emancipation of those who have been subjected to
domination"
 "Enables teachers and the students to become subjects of the education process"

IDEA:
 Develop conciousness of freedom
 Recognize authoritarian tendencies
 Connect knowledge to power (the ability to take constructive action)
 Overcoming authoritarianism and alienating intellectualism
 Overcome false perception of reality

DIALOUGE
 "Freedom from alienation is impossible without "dialiogical relations" between student and
teacher"
 "It is only dialouge that ensures student-teacher relationship in which the teacher is no lenger
merely the one-who-teaches but one who is himself taught in dialouge with the students, who
in turn while being taught, also teach"
 "Dialouge promotes cricial thinking because it is only through questioning the problems in our
lives that we can take steps to remake them"

IDEA:
  Needs to be in constant dialouge with the state and within the state (with other member of the
state)
 To attain critical conciousness
 Entails both conciousness and praxis- taking practical action to deal with oppresive realites in
life.

CONCLUSION
The problem posing method along with critical conciousness and praxis lead to " educational
freedom ". Freire aims that we should be aware of inequalities and taking action to change them.A