27 May 2015

CCrAMHP has now been running for several years.  See here for a list of things that we have talked and learned about.  Some people attend most meetings, others come for a period and then not for a while, some dip in and out, others value receiving emails.  At this meeting we got in to a conversation with John Lockhart from the Freire Institute.  It helped us to think about learning that goes on between us, within CCrAMHP, and in other aspects of our lives and work.

See HERE for an introduction to the ideas of Paulo Freire.  His approach to education is based upon dialogue, and moves away from the traditional ‘banking’ metaphor – of students as empty containers which educators must deposit knowledge in to.

John talked about the misconception that Freirean ideas are about adopting specific methods – small group work for example.  In fact, he said, they can be applied within the context of a lecture too.  They key is that the learning potential of everyone is recognised and their knowledge drawn upon.  The role of the teacher is not a passive one (as might be implied by the notion of a ‘facilitator’ of learning).  In the Freire Institute the word ‘animateur’ is used.

Further information about the Freire institute, and its online courses can be found HERE.

Please use the comments box below to post any thoughts and impressions following the meeting.

One thought on “27 May 2015”

  1. I have for several years aimed to have the philosophy of Freire in my heart and mind when conducting creative writing sessions in the community. I found John Lockhart’s introduction to Freire very inspiring. Here are some of my notes from the session:-

    Humanisation is important. People have hurdles, and failure is internalized – it’s a barrier.

    Everyone can contribute to the learning process.

    Generative words – these can come from people’s experiences.

    Any emotive issues – learning can be engaged through those.

    The tutor has expertise, but is not ‘the expert’. It’s about vision-building.

    People in their own lives are creators of culture.

    Changing the dynamics of power, changing the relationships, is what Freire is about.

    Tutor as animateur rather than the more passive ‘facilitator’. The tutor challenges, at tangents.

    Use of problem-posing methodology.

    The oral codification, even within a formal ‘lecture’. Is this mystical? Not really – it is grappling with problems, in workshops, proactively reflecting, and becoming more conscious, drawing out from people what they already know, in a painterly fashion (codification). This is interpretive.

    It’s important not to just focus on the content of a session, but to be inspiring and provoke thought. Threads/key problems are questions to be explored.

    Lionel then spoke about how perhaps we are too driven by problem-solving, rather than patiently accepting people’s situations, there is not always an answer. We can have perhaps a celebratory delight and recognition of people, that’s where the humanity lies.

    Lionel and Jill then discussed the Action Learning Proposal angle and bringing that to CCrAMHP, using open questions like ‘What have you tried?’ ‘What have you ruled out?’

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