WELCOME TO MY PRESENTATION

Distinguished Prof. Dr. Janardan Ghimire

Commentator: Mr. Parasmani Ghimire

Dear Respected Faculty Members and Beloved Classmates

Distinguished

Prof. Dr. Janardan Ghimire

Commentator

Mr. Parasmani Ghimire

TOPIC

Relevancy of Problem Posing�Method in Nepali Context

Presenter

Nirmala Baniya

What is problem solving method in education?

Simple Concept:

Problem posing method is a learner-centered approach where teachers and students learn together through dialogue, questioning, and critical reflection. It helps learners understand real-life problems, develop critical awareness, and transform their reality in practical life.

According to Paulo Freire

Problem-posing method in education is a teaching approach/method in which teachers and students learn together through dialogue, questioning, and critical reflection on real-life problems. Instead of teachers depositing knowledge into passive students, both work as co-investigators to understand reality and transform it through reflection and action (praxis). This method develops critical thinking, creativity, and social awareness.

In problem-posing education, people develop their power to perceive critically the way they exist in the world with which and in which they find themselves; they come to see the world not as a static reality, but as a reality in process, in transformation. (Freire,1970,Pedagogy of the Oppressed)

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Application in Nepalese Classroom

Problem-Posing Method in Nepalese Education

Key Points

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• Shift from rote memorization to critical thinking.
• Teachers encourage students to ask questions instead of only giving answers.
• Learning begins with students' real-life experiences and local issues.
• Teacher and students become co-learners through dialogue and discussion.

Example

Instead of asking students to memorize the causes of migration, the teacher asks:�"Why are many young people leaving Nepal? What are its effects on our community?"

Practical Implementation in Nepali Schools�Codification Method: Use visual representations of local problems (poverty, water access, agricultural challenges) as starting points for critical dialogue�Community Participation: Involve parents and community elders as co-educators, validating indigenous knowledge alongside formal curriculum�Language of Possibility: Help students perceive oppressive situations not as fixed realities but as limiting situations they can transformIn order for the oppressed to be able to wage the struggle for their liberation, they must perceive the reality of oppression not as a closed world from which there is no exit, but as a limiting situation which they can transform.�Teacher Training: Shift educators from "bank-clerk teachers" to facilitators of critical consciousness�

Problem-Posing Education: Liberation Through Dialogue�Consciousness-Centered: Recognizes people as conscious beings with intentionality toward the world"Problem-posing" education, responding to the essence of consciousness—intentionality—rejects communiqués and embodies communication. It epitomizes the special characteristic of consciousness: being conscious of, not only as intent on objects but as turned in upon itself.�Dialogue Over Monologue: Teacher and students engage in mutual learningThrough dialogue, the teacher-of-the-students and the students-of-the-teacher cease to exist and a new term emerges: teacher-student with students-teachers. The teacher is no longer merely the one-who-teaches, but one who is himself taught in dialogue with the students.�Critical Reflection: Students become "critical co-investigators" examining reality together with teachers��

• Student-centered learning is gradually increasing.

• Group discussion, project work, and inquiry-based learning are encouraged.

• Teacher-centered (Banking Model) teaching is still common.

• Exam-oriented learning limits critical thinking.

• Challenges: large classes, limited resources, and insufficient teacher training.

• Way Forward: promote dialogue, reflection, collaboration, and problem-solving.

Problem-Posing Method has strong potentia in Nepal but needs learner-centered implementation

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in Nepal Current Status of Problem-Posing Method

Problem Dialogue Reflection Action Transformation

Classroom Dialogue

Community discussion

Student Presentation

School Environment

Summary

Problem-Posing Method in Education (Paulo Freire)

• Rejects the banking model where students passively receive information.
• Promotes dialogue, questioning, and critical thinking.
• Teachers and students become co-learners and co-investigators.
• Learning is connected to real-life problems and social reality.
• Education develops critical consciousness (conscientização) and encourages reflection + action (praxis).
• The ultimate goal is humanization, empowerment, and social transformation, not memorization.

This Photo by Unknown Author is licensed under CC BY-NC

Thank You

I would like to express my sincere gratitude to

Honourable Professor Dr. Janardan Ghimire�and respected scholars for your valuable time, patience, and insightful feedback.

Your constructive suggestions and beneficial remedial feedback will greatly help me to improve my understanding and presentation.

Thank you for your kind attention and support.