CONCEPTUAL SYNTHESIS / CONTEXT APPROACH

CONCEPTUAL SYNTHESIS / CONTEXT APPROACH

EDUCATIONAL COURSE

The course was developed within the framework of the project Yes We Can! 2019-1-PL01-KA204-065197

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From the Banking Model to the Dialoguer

Freire says that those who commit themselves to the people must question themselves constantly and expresses that we must die as an educator to be born again as an educator learner.

While the banking education model sees the learners as passive objects, he argues that a dialoguer educator must establish a subject-subject

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Flexibility In Education

Applying the Pedagogy of the Oppressed and experiential learning methods together brings flexibility in these three areas:

Flexibility in Time

Being able to look at the education as a dialogue and process and to operate this process requires flexibility in time. As the experiential learning theory underlines, each individual is different and learns in different ways. Learners need time until they move into a learning environment close to their own learning style. Similarly, in the dialogue process,

Learners need time until they move into a learning environment close to their own learning style. Similarly, in the dialogue process, a person who has begun his/her journey of critical consciousness needs time to be able toovercome his/her patterns.

Flexibility in Method

A dialoguer educator should be flexible in method selection. The methods specified in the pre-designed programs may not always meet the needs of the participants. Educators may sometimes want to immediately apply an interactive method that they have recently learned and liked very much.

It should not be forgotten that the methods are merely tools to convey us to the learning objective. Learning objectives can not be discovered without revealing the real needs of the learners. Besides, since each individual’s learning style is different, it will not be right to set all the methods without considering the learning styles.

Discovery of real learning needs and learning styles is only possible with a dialogue spreading to the process. The trainer should have the flexibility to apply changes in his methods every time he makes new discoveries.

Flexibility in Topic and Plan

Perhaps the element in which a dialoguer educator should be flexible the most is the content. We can assume that the curriculum is more flexible in non- formal education, but here, the detailed identification of all aspects of the program without discovering the real needs of the participants, doesn’t it mean to design a program just with the educator’s vision?

Do the topics, chosen from up to bottom, make the participants a subject or an object? The trainers who actuate the experiential pedagogy of the oppressed are the dialoguers who are flexible about the topic and the plan, and progress along the discovery process with the learners step-by-step.