1. How can we promote more of a problem-posing educational strategy in our classrooms as opposed to banking education? Does this become more of a difficult task to accomplish when you are working with elementary school students (in which case, some teachers may tend to "baby" their students and have a more authority-student relationship with them)?
2. How can we ensure that we have more of a partnership with students in our classrooms without crossing boundaries?
3. Freire mentions that many "well-intentioned teachers do not realize that they are serving only to dehumanize." What do theses "well-intentioned" teachers look like in your opinion? Have you had experiences with teachers like this?
4. In the banking concept of education, Freire mentions the "assumption of a dichotomy between human beings and the world: a person is merely in the world, not with the world or with others; the individual is spectator, not re-creator." Do you think this thought process is particularly prevalent among urban students or people living in urban settings? If so, why and how?
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