Freire’s view of a progressive and humanistic education: Implications for medical education

Abstract

Brazilian educator Paulo Freire argues that the purpose of education is to liberate human potential and, thus, is much more than a teacher simply depositing information into the mind of a learner. His ideas are important to medical education because 1) they strengthen the philosophical underpinning of practices in medical education (for example, Freire's dialogical approach to learning vis-à-vis the banking model of education adds philosophic strength to the use of problem-based learning as a primary learning modality); 2) they encourage medical educators to confront directly the tension between teaching for conformity, which many would argue is key to performing a good and reliable physical examination, and teaching to liberate human potential, which is critical to preparing physicians to question current assumptions, practices, and knowledge; and 3) they encourage expanded thought about approaches to medical education, for example in the choice of pedagogical method, defining the role of the educator, and the use of experiences like service learning.

Supporting critically conscious integrated care: A toolbox for the health professions

“…This awareness supports learners to become change agents who participate actively and meaningfully in society. Kumagai advocates that students should ‘learn with and in the world’ 32 and, where possible, the curriculum should relate to students' own lives, encouraging students to consider the ways in which they have been influenced by the social context they inhabit. The examples below provide a range of exercises to support the development of reflective awareness in learners in relation to integrated care (Figure 2).…”

Indoctrination

“…9 I draw on Kenklies' (2020, p. 618) definition: 'Education therefore is the deliberate attempt to engage with the relations someone has in order to change and improve those relations; education is about initiating, guiding, supporting, directing of learning and (trans)formation.' 10 Freire's banking model of education is occasionally characterised as a form of indoctrination (e.g., Torre et al, 2017).…”

“…1010Freire's banking model of education is occasionally characterised as a form of indoctrination (e.g., Torre et al., 2017). Being aware of possible ‘mis‐educative experiences’, Dewey (1938, p. 25) was in some respects critical of both traditional and progressive education—my thanks to the reviewers for this clarification.…”