Teacher-Student Relationship In Education By Gerald Graff And Paulo Friere

Education in America has always been a topic of discussion. Whether it was the issue of allowing African-American’s to pursue higher educational goals, or the increasing monetary value taxed upon students, a particularly controversial issue has remained at the forefront of the debates: the pedagogical approach in the classroom. This particular issue raises many contentions about grading practices, amount of lecture, types of assignments, and various other issues related to the student and teacher relationship. Gerald Graff and Paulo Friere, both educational advocates, raise a remarkably important issue of such relationship: critical thinking skills. While both agree upon the need to truly educate the student and develop their intellectual skills,

Nearly all information is acquired and applied through the teacher and student. While Friere addresses the teacher-student relationship, Graff only mentions how the student-to-student relationship can be improved. Graff’s idea is that allowing students to study their own interests leads to discussion and argument among fellow peers; “[T]o learn the rudiments of the intellectual life” (Graff 383). Since the majority a majority of learning environments involve a classroom comprised of many students, student’s shared interests can allow for more fruitful, seminar style classes. Friere fails to either recognize or acknowledge this particular aspect and instead focuses primarily upon the teachers interactions with the student. Logically, his focus is sensible, given that most knowledge acquired in the classroom originates from the teacher. It is the teacher who is ultimately the highest qualified in guiding the student through the learning process. While both have different ideas on improving students’ critical thinking, they both offer an approach to resolve present practices of “high-stakes”