Enhancing Critical Thinking through Integration of Critical Pedagogy in the Post-Method Classroom Context

Abstract

A meticulous analysis of the pedagogy that focuses on the teacher-student relationship at any level whether it is inside or outside the school, discloses its essentially narrative character. The contents whether values or empirical dimensions of reality, tend in the process of being reported to become inert and terrified. The entire discourse assumes all the more importance on the dissatisfaction with the limitations of the concept of method and its transmission model of teacher education. The entire process precipitates in to “Banking” concept of Education which takes the teacher to put periodic deposits of knowledge in to the heads of the students. It also narrows down the education to the teacher and the curricular texts which have right answers and the students are supposed to vomit periodically on to the standard tests. Eventually it results in rendering the students gullible, close-minded, and false intuitional and emotively clouded. Trying to strike a harmonious blend between the three dimensional system consisting of the parameters particularity, practicality and possibility propounded by Kumaravadivelu (2001) and the dialectical theory by Paulo Friere( 1970)  enables to tease out the accepted meanings and appearances, tracing interactions from the context to the part, from the system interior to the event. Instilling critical pedagogy with a cautious observation of the three dimensions helps the students and teachers become actors in figuring out the world through the process of reciprocal negotiation and communication.