I'm going in to teach chapter two of Paulo Freire's Pedagogy of the Oppressed in about twenty minutes. It's a challenge to myself and to the students-- all 170 of them, which is about 150 more than Freire recommends for dialogical problem-posing sessions.
The basic idea is fairly clear: that the banking concept of knowledge aims to produce a body of knowledge that integrates people into the status quo, and that problem-posing education aims to show that social relations (including knowledge) are transformed through our praxis. It's up to the students, however, to figure out what that means for their lives.
