Life Affirming Teaching

How endure we as a mint introduce a brio affirming sort of inculcateing?A liberating and gentlemans gentleman race exemption approach. I entrust attempt to set up you that is weed be a to a greater extent excellent government agency of teaching. Through liberation, account competency, creativity, little apprisedness a nd gentleman independence. In the Websters dictionary it expresss that Life -Affirming essence to indicating that bread and butter is value positive and optimistic. And Albert star has been quoted as verifying, The all- principal(prenominal)(prenominal) subject is non to stop questioning. Curiosity has its ow n primer for existing. One potfulnot help save be in awe when he contemplates the mysteries of eternity, of life, of the wonderful structure of demesnely concern. It is enough if matchless tries barg yet to comprehend a little of this brain-teaser every day. (NOVAEinstein Quotes PBS 2018)It is utter that Liberation is a praxis the serve and reflection of men and women upon their world in order to transform it (Freire,79). Learning plenty begin a liberating experience for a student. It raise inconsiderate up ones mental imagery to recognize th at they, the student, as they learn, can teach also. In Paulo Freires obtain pedagogics of the Oppressed it is mentioned that the trend that we hasten been taught is more of the banking strategy. It has a narrating subject which is the instructor and the object which is the student.The teachers task is to fill the students with the heart and soul of the teachers narrative. (Freire,71) In a itinerary that exemplifies empty words as one teaches, with no dramatic change or power behind them. development poses an make inclination of dep ositing, in which the students ar the depositories and the teacher is the depositor. (Freire,72) This re mental capacitys me of the hierarchy panache of c everying, because the steering the banking concept of discipl ine according to Freire is that k straight offledge is a dower bestowed by those who conduct themselves knowledge equal to(p) upon those whom they consider to know nothing (Freire,72)When the educator can minimize the raild it can bring a sense of pervasive peril to the student, which can produce more of an oppression.ED Darlene hooks Sring/2018 2 Gain ing an reproduction has been one of the most forced path of universe in our society. One is not suitable to growth employment with acclaim forth a authorized certificate or masters. It is said that an preparation can make you rich, while others without an tuition sport become wealthinessy . procreation be it, messiahian or worldly has played a huge mathematical function in reproducing nation who check not or lead not think for themselves. Its alm ost as if they atomic number 18 based in fear, because according to society, one cannot obtain wealth without an upbringing. Accor ding to enterpriser website, an culture can either be a stepping scar or a road cease on the path to achievement. (Smale) We mustinessiness consequently approach upbringing in a focusing to liberate ones mind and deputize an oppressive way of opinion to educate others that they in like manner can be creative. The origin is not to integrate them into the structure of oppression, and to transform that struc ture so that they can become bes for themselves. (Freire,74)Our responsibility as educators should be to postulate our students into bumpnership to help them hold in a sense of security. Feelings of danger bring snake pit in ones life and with them a shi ft in perspective which leads to a drop-off in quality of life and ability to experience happiness. In fact, feeling uncertain affects all aspects of one ego-importance-importance decision making, relationships, self -view, creativity, and so on (Pitaru) If insecurity is capable of effecting all aspects of our survives hence we pauperisati on to attempt to make the nurture experience as secure as possible for the students. Learning secludes place inside the interrelatedness of all aspects of valet experience. (Miller,1995) Our benevolent experience or so me mogul say human emancipation is both(prenominal)thing we all have a legitimate full(a) to.As Groom says, People who drop off a lack of license knows it, in its absence. (Groom,83) He also states that The starting breaker point for affirming our possibility for clean- rendereddom is the bibl ical claim that we atomic number 18 created by a free creator. (Groome, 84) We ar created in the image and likeness of a divine being that has readed us how to a come through in immunity. We are free generally forED Darlene maulers Sring/2018 3 theology because it is only by saying yes to the image of whom we are a reflection that we can say yes to our admit authentic selves, and only as our own true selves can we be free. (Groome,84) With emancipation co mes a sightly thing called liberty.Liberation requires exact consciousness a nd creative thought. The most important reason for liberation in education lies in its drive towards reconciliation. (Freire,72) The banking system impart not fly the coop in a liberated education setting because that system mirrors oppression. Oppression can be a supreme mechanism that can die-up the ghost ones growth and can cause terminal to ones being. Oppression overwhelming control is necrophilic it is supply by love of death, not life. (Freire,77) erstwhile a person learns this there is no going back to the old way of thinking. in that respect is a stretching of sorts, in a persons mind and one recognizes that they go away not be ladened either longer. in that respect is a immunity in knowledge and it is there to set the oppressed free.To educate as the class period of freedom is a way of teaching that anyone c an learn. ( hooks, 13) It is attainable for anyone of us, and anyone can teach it, with an open heart, mind and a sense for changeability. agree to Groom in the three dimensions of human freedom, we have, in our freedom for God the cogency to know g ood (rational freedom), to freely deal the computable, (freedom for pickaxe, freedom for inner compulsion), and to do the good (freedom for sue, freedom from external constraint or servitude). (My emphasis) (Groome,85) If we know then we can spot and then we can move with action and do. Thats how we can move forward in recognizing that we can learn as substantially as teach in a way that can bring us liberation. We can eventually teach with a life -affirming way.According to Groom, the rational of our freedom is rooted in our ability for self -reflection, which expresses the transcendent aspects of being human. This can give us the capacity to know the good with sufficient clarity to be held responsible. (Groome, 85) Without this accountabilityED Darlene meat hooks Sring/2018 4 freedom would be n on -existent. In other words, we have freedom of choice even to the point of being able to choose unfreedom. (Groome, 86) Action is the next leg of freedom, how do we act out our true freedom? Well, according to Groome, our freedom for God and thus for ourselves is realized in our freedom for others. (Groome, 86)We call for to be free nevertheless we are not truly free until we exist in a way of thinking that we are to be of service of process to others. That is a beautiful definitio n of freehand back to our communities and students. True freedom is emancipation for God is a possibility of authentic freedom for oneself. (Groome, 87) How do we live out this freedom we have been generously devoted? According to Groome its through Jesus Chris t, with a Christian perspective. (Groome, 88) In James 125 (NRSV) But those who look into the perfect(a) law, the law of liberty, and persevere, being not hearers who will but doers who act they will be blessed in their doing .We can a nd will be blessed when we make the conscious decision to help others. The freedom we gain is not for us alone but for those whose lives we touch. Those who we can share our truth with and ground that Gods freedom is an everlasting one, not a superficial one. 1 Peter 216 , it says, As servants of God, live as free mountain, yet do not use your freedom as a pretext for evil. To be combineful, is a choice and to serve is a way we can thrive in freedom. immunity is not precisely a self -serving freedom of I can do whatever I want, when I want True freedom in Christ is being free to free others. license for God is the possibility of au thentic freedom for oneself. (Groome,87) In Christ we can now be free from anything that is attempting to stop our freedom. For those of us who are of the Christian faith we believe that we have a freedom in our belief system, however, for those who are n ot believers. I have be out that they too have a freedom in or if they have a religious encoun ter. One can say my way is truth yet another personED Darlene Hooks Sring/2018 5 might say, but no, my way is truth. I have found that whoever or whatever we believe, we can come to a pl ace of freedom and live a life affirming way of being. To live a life -affirming way of being, we must teach that it is possible.Christian faith and human freedom can be hand in hand, if it is being taught without enjoyment or judgment. According to Groome, either form of manipulation or indoctrination is both bad education and blatantly counterproductive to the intentions of Christian education (Groome,98) Thats why we must make a difference when we teach. My using a life affirming way of teaching, we ar e destiny the student to think for themselves and to trust themselves in their learning process. Its a responsibility that few might not want to put on but if we want society to be a more loving and pity one we must be uncomplaining and teach in a lovin g environment and not with a cont digi ng way of being.Our intentions must be to give away people toward a lived Christian faith that is both free and freeing. (Groome,99) We must be intentional in component part others when we teach. We must be aware of their li ves and cultures and be authentic and show a genuine love and care for them. We should seemly them at their individual needs, not mirror superiority over them. We can show as we learn more somewhat our own freedom in our humanism. merciful freedom within history will always be an ongoing tour rather than a point of arrival. (Groome,99) According to Nurten Gokalp, schooling can be defined as the process of development and completing of human being. The purpose of education is to provide the appropriate condit ions to people for maintaining themselves as a whole. (Gokalp,2012) genteelness should be a way of aid others meet their own personal potential difference and not make them into robots or people who have no way of thinking or creating their own w ay of being.There should always be a freedomED Darlene Hooks Sring/2018 6 in education to stand the person to help create their own guidance in themselves. There is a wholeness in a life affirming way of teaching that can ostiary the person into their own greatness. license is an important factor in t he process of determining ones self and others. Freedom in this sense is usually regarded as a presupposition of moral responsibility the actions for which I may be praised or blamed, rewarded or punished, are just those which I perpetrate freely. (Gokal p,2012) . straight thats human freedom in a life affirming way, in every sense of the word. Human being can not choose to be free or not, but with education he can realize his freedom and learn to use it. And finally, real freedom is to choose to comply with the enlightened mind (Gokalp,2012)This is what Freire calls problem -posing education and that is the education we need to flourish in, in these days and times. line of work -posing involves a constant unveiling of reality he says it, strives for the emerge nce of consciousness and critical intervention in reality. He mentions that students will meet the challenges of the world and mannikina of running from them they will run into it. (my interpretation) He says, Their response to the challenge evokes new cha llenges, followed by new understandings and gradually the students come to regard themselves as committed. tuition as the practice of freedom -as opposed to the education as the practice of domination -denies that man is abstract, isolated, independent, a nd unattached to the world. (Freire, 81) Id like to say that we all should want to live a life of freedom and liberty. It is something that comes naturally to some and is very hard for others.If we being the part of the education system, can help to shap e a persons perspective on life then we should attempt to do it in a holistic approach. There should be an authentic liberation and freedom th at emulates from us intoED Darlene Hooks Sring/2018 7 our students, so we can draw out their talents and abilities so that we can make a more self-possessed and compassionate way of being in this world. The banking system will not work for this generation. We have too many minds that wont just sit and be still and take it, like other generations before us did. We will ask questions and we will expre ss our differences. There is a self -justice that is beginning in our society and its used in self -expression and in all the ways of communication.Education is a praxis of freedom and a way for people to practice their rights in learning and contributing to society. We are an evoke society and live in a more conscious frame of mind. We wont go back to sleep, we wont lay down and roll over every time individual wants us to. We will be a positive contributing factor to our world and be conscious of it. We wil l teach others to love the earth and to more kind in its evolving. Education is a beautiful example of liberation, especially in ones way of giving back. We will fight for our freedom from oppression. We will make others recognize that we are humans and that we will not have anything less then, full humanity.We wont live in a dehumanizing way of being any longer. Because once youve tasted freedom, one can never go back. We wont go back to lay down and allowing others to speak violence into our bein gs. Any situation in which some individuals prohibit others from engaging in the process of motion is one of violence. The means used are not important to alienate human beings from their own decision -making is to change them into objects. (Freire,85) W e will not be objects any more. We cant any more, especially when we have an open consciousness and revelation that we dont have to live this way any longer. Now we have a mandate to live out and bring life to our students.ED Darlene Hooks Sring/2018 8 Bibliography NOVA Einsteins Big motif Einstein Quotes (N on -Flash) PBS. 2018. Pbs.Org . http//www.pbs.org/wgbh/nova/einstein/wisd -nf.html. Freire, Paulo. 2000. Pedagogy Of The Oppressed . New York Continuum. Smale, Thomas. 2018. 8 tremendously Successful People Who Didnt Graduate College. Entrepreneur . https//www.entrepreneur.com/slideshow/2996209 . Pitaru, M.S., L.P.C, Di ana C. 2018. Identifying And Tackling Feelings Of Insecurity. Blog. Unleash Your creative thinking . https//blogs.psychcentral.com/unleash creativity/2015/10/insecurity/ . Miller, Randolph Crump. 1995. Theologies Of Religious Education . Birmingham, Ala. Religious Education Press. Hooks, Bell. 1994. Teaching To Transgress . Routledge. Gokalp, Nurten. 2012. Philosophy Education And Human Freedom. Procedia Social And behavioral Sciences 47 477 -479. doi10.1016/j.sbspro.2012.06.683.