“I
am absolutely convinced that the educational practice I have been speaking
about and whose beauty and importance I have frequently alluded to must not be
prepared for on the basis of such motivations as these. It is even possible
that some teacher training programs may have been irresponsibly seen as “slot
machines” of sorts, but that does not mean that educational practice should be
viewed as some kind of awning under which people wait for the rain the let up:
Waiting under an awning required no preparation or training,” Freire p. 62
What
a great analogy Freire uses to describe the deficiency in teacher training,
“waiting under an awning.” I think this means that in a lot of prominent
education systems, teachers are not being sent out into the field as observers,
or allowed to do necessary experiential practice in classrooms. Teachers are
trained by core standards, which makes education autonomous, and less creative.
I think Freire calls for more motivation by the high education administration
and communities, for more incentive to be a teacher.
“Tolerance
is a virture,” Freire, p. 76.
To
keep it short and sweet, I chose this quote from Freire’s, Fourth Letter. I
know how Freire feels about tolerance, as a teaching method for diversity and
patience in communication from the video we watched in Module 1. In this
chapter Freire makes tolerance sound like a fire extinguisher to prejudice,
aggression, and disrespect. Or maybe even a sponge that soaks up negative
energy from a situation, with little action. Tolerance understands that someone
approaches life with varying limits and boundaries. This does not mean be
passive, but assertive and respectful, for your freedoms are not limited, as
that is someone else’s progressive discourse.
Freire,
P. (1998). Third Letter. In Teachers as cultural workers: Letters to those
who dare teach (pp. 61-84). Boulder, Colo.: Westview Press.
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