Elizabeth Carson
Iliana Miller
ENG.111.P09
10/14/12
Questions or Answers: The Problem Posing Model of Education.
What is the purpose of learning? Is it to receive answers? Some advisors within the
academic community conclude that the current education system follows a model where the sole
purpose of learning is focused upon “the answers”. Every question is concerned with finding one
perfect or “correct” solution. Everything is ultimately black and white, true or false, one or the
other. By finding and embracing a single answer the world of the learner is narrowed, and its
mystery, wonder, and depth slowly fades. Other academic advisors would argue that this answer
focused learning is the most quick and effective way to expand a student's knowledge and
provide them an advantage in the world but in reality, It stifles the opportunity for more leaning
to take place and ultimately, for growth as an individual. For teachers and students, real lasting,
transformative learning will not take place, but generally an ineffective, unimaginative assembly
line education is the result. What would the results be if instead of focusing on the right answers,
the education system should focus it’s primary attentions upon asking the right questions?
Would it challenge and inspire students and professors far beyond the classroom? Would it
create leaders whose unlimited potential is finally realized? I believe so.
As Paulo Freire's article “The Banking Concept of Education” states “Four times four is
sixteen, and the capital of Para is Belem.” (240) Once the student has reached “his goal” which is
the answer, he is finished learning and the door for further exploration is closed. Freire continues
to discuss how this approach robs the words of their transforming power. "The teacher talks
about reality as if it is motionless, static, compartmentalized and predictable.” (240) Freire refers
to these answers as deposits which prevent critical consciousness. In critical thinking patterns,
the learner would be questioning the answers, right along with the instructor. They would
continue the Journey of learning, as prompted by a new perspective, thought, or possibility.
In other words: a question. Freires passionate article makes it obvious that the education
systems most often are a very long ways off from putting this conclusion into practice. As
Freire contines, he presents more about the beauty of this alternate solution. He says "Problemposing education affims men and women as beings in the process of becoming - as unfinished,
uncompleted beings in and with a likewise unfinished reality." (249)
Gerald Graff is an author who can speak personally about a struggle to find the right
answers within his article “Disliking Books at an Early Age”. Graff admits “What was unclear to
me was what I was supposed to say about literary works, and why.” (113) He struggled to
connect with his learning in order to find the answers. He notes that “When I was able to
produce the kind of talk that was required in class, the intellectualism of it came out sounding
stilted and hollow” (113). He would have been characterized by Freire as a student lacking
critical consciousness. Graff’s entire intellectual life was turned around when he began
questioning, through the world of critical debate. Questioning the literature, and questioning
others drew him in and it became alive. He was suddenly able to “To put myself into the text-to
read with a sense of personal engagement I had not felt before” (114) Curiosity gave him the
passion he lacked, and a desire to move forward with learning. He was challenged, engaged, and
his growth was exponential. Now, an impoverished problem student is a published and
successful academic authority.
What does problem posing education look like? How is it possible to focus upon the
unlimited answers behind a question instead of just a single outcome? Alexander Calandra’s
article “Angels on a Pin: The Barometer Story” shows a very inspiring example of a student who
did this, much like Graff but with a single question. A student had responded incorrectly to a
physics story problem, that was supposed to have one conventional answer. The student found a
different solution. Although “A high grade was supposed to certify a competence in physics, but
the answer did not confirm this”(159) yet Calandra "Pointed out that the student really had a
strong case for full credit, since he had answered the question completely and correctly" (159)
When given a second chance, the student provided many others ways of solving the problem.
When asked if the student knew the answer "He admitted that he did, but said that he was fed up
with college and high school instructors trying to teach him how to think." (160) Freire calls this
deepened consciousness. The unlimited potential of the single, seemingly dull physics question
was realized by a student who realized the power of it. He refused to be limited by the answer.
Some other academic authorities argue that the simple memorization of answers, is the
most effective and streamlined model of education. This model is deeply institutionalized and
seems to be the default in the classroom. The result is frustrated students who struggle to fit into
the mold, and the broken system we currently have. Graff understood what it was like to miss
the mark of this system, and his life might have been very different had he not been exposed to
the problem posing education model. Calandra saw a student whose frustration with the system
almost cost him his grade. Freire saw even more dramatic, oppressive qualities to the default
model as his own students were ignorant to critical political issues, and were highly controlled
because of it. The consequences of the awnser focused educational are too severe to ignore.
Freire, Graff and Calandra have all personally experienced or observed the narrow,
stifling power of the answer focused education, and in contrast the powerful potential of question
focused learning. Although Freire and Calandra speak from observation and Graff from his
personal experience as a student , they all have a faith in the concept . Freire would have seen
this approach as “problem posing” whereas Graff would have focused more on asking questions
in the context of “critical debate”. Calandra may have looked at the concept in terms of
“creativity”. All of these terms have similar connotations. In the end these authors would be in
agreement however, that the purpose of education is to learn, and the purpose of learning is to
inspire. Answers do not inspire, but the potential of the questions themselves bring about a depth
of thought, and even new questions, which inspire in a way no other learning can.
Works Cited
Freire, Paulo “The Banking Concept of Education” Norgaard, Rolf “Composing
Knowledge” (2007) Bedford/St. Martins
Graff, Gerald “Disliking Books at an Early Age” Norgaard, Rolf “Composing
Knowledge” (2007) Bedford/St. Martins
Calandra, Alexandra “Angels on a Pin: The Barometer Story” Norgaard,
Rolf “Composing Knowledge” (2007) Bedford/St. Martins