Friere writes in “Pedagogy of the Oppressed” that “Consciousness neither precedes the world nor follows it” (Friere 14). It follows that in order to properly educate, or rather, in order to encourage the development of critical consciousness among one’s students, one must acknowledge the world as playing an active role in their student’s self-perception and development. It is the duty of educators to integrate aspects of their student’s environments in their lessons and discussion in order for true exchange and education to occur. Friere says once again, “students as they are increasingly posed with problems relating to themselves and the world… will feel increasingly challenged and obliged to respond to that challenge.” (Friere 12) Which demonstrates that in order for mutually beneficial learning to occur educators must work with in terms of their student’s media consumption rather than against it.
The importance of literature as a tool of education has been acknowledged throughout history. In the words of Horace “The aim of the poet is to inform or delight, or to combine together, in what he says, both pleasure and a...
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...c climate have not gone unacknowledged. However, it should not be the job of academics to retroactively legitimize these expressions. Rather, they should aim to understand the importance of such works in the present by noticing their effect on members of the population such as their students. It is the duty of the educator to remain aware of the cultural environment of their class whether this expression takes place in the form of academically acceptable mediums such as fine art, or less esteemed forms of media, such as television or music.
The importance of mutual engagement within the learning process cannot be overstated, by refusing to analyze the cultural environment of their students a teacher is refusing to provide their students with the tools necessary to critically analyze a vital aspect of their surroundings. To fail to do so is to fail their students.
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