ChiSquare Test

Chi Square

https://docs.google.com/presentation/d/12d-tesJLFvRWe0S6McerPgghPcd_ctF16StvS-BFB8Q/edit?usp=drivesdk

Teaching: Understanding Level

Introduction

One of the primary goals of all classrooms teaching and learning is the transferability of the behavior learned. Transferability refers to the establishment of relation between the new knowledge and skill with several other knowledge and skills and the extrapolation of the new knowledge and skills to different contexts. However, such transferability is possible if the learned behavior is comprehended or understood. This provides a genuine cause for the case of teaching for understanding. Classrooms which nurture students’ understanding do possess qualities quite distinct from those at the memory level. 

Understanding

Understanding is different from "knowing" When a student knows something, the student can bring it forth upon demand- tell us the knowledge or demonstrate the skill. however when the student understands something he is able to perform such mental activities with the topic as explaining, finding evidence and examples, generalizing, applying, analogizing, and representing a topic in a new way. The students are able to perform all such mental performances when they are able o identify the different elements within a given body of knowledge and the interrelationship between those elements.

Understanding is viewed as having a ‘relational’ meaning by M.L.Bigge. He holds the belief that a topic is said to be understood when one is able to look into the links between the incoming knowledge and the store of experiences one already has . Understanding in this sense is then the ability to recognize the pattern.

According to Howard Gardner, understanding is the capacity to take knowledge, concepts, skills and facts and apply them in new situations where they are appropriate. The student is able to identify the elements of the learned material and their interrelationship in some new situation and thus is able to provide a link between the situation in which he has learned and the new situation that he faces. This second perspective defines understanding as the ability to use and apply the knowledge and this definition is termed as the tool use of the term understanding. 

Assumptions:

          Teaching at Understanding Level assumes that the students are able to understand the new knowledge when it is seen in relation to the previous knowledge held by them. The store of previous knowledge is termed as the apperception mass. The assimilation of the new knowledge with the apperceptive mass provides the base to recognize the pattern, similarity of attributes and generalizations and application of the knowledge in new contexts. In other words understanding develops through a conceptual change in the learner. Students have their own conceptions regarding various content (Y), that need to be improved upon.

Teachers Role 

            Understanding means developing associations and linking the incoming knowledge or information with preexisting knowledge and beliefs anchored in concrete experience. However, the purpose of linking is quite distinct from that during memory level teaching. While at memeory level teaching the new knowledge is linked to past experiences to help the learners retain the material by anchoring the new material to the past knowledge. At understanding level the purpose is to aid the learners to observe the relationship between the new knowledge and the previous knowledge and to recognize the similarity or distinctiveness of attributes between the two cases. Accordingly, the teacher designs the interactive stage of teaching. 

               Teaching at Understanding level has the following characteristic features: 

• The content (Y) of teaching is organized around a limited set of powerful ideas.

• The relational aspect of understanding implies that the teacher should effectively tap on the  students’ prior knowledge.

• Thus the mapping of the previous knowledge is the initial strategy for teaching at understanding level. The teacher initially tries to assess the existing conceptual framework among the learner.The teacher then thinks about strategies that produce change and growth.

• The teaching points are identified and the learning experiences are retrieved in the light of their previous knowledge assessed. They should identify and use them as hook for linking the new knowledge. In absence of any such past experiences in the students conceptual system the teacher may create artificial ones. The created experience will be used by the students as the starting point to develop the conceptual system. 

• The variegated teaching activities includes 

                   a. Demonstrations of the knowledge, 

                   B. Explanations through proper reasons, comparison and contrast with other similar concepts so that explanatory understanding may develop among the students. 

                   C. Using analogies and different contexts to show the application of same concept or knowledge.

                    D. Providing the students with opportunities to relate what they are learning (subject matter) to their lives outside of school.

                   E. The teacher creates a social environment in the classroom that provides opportunity for dialogue and thus promotes understanding. 

 Role of Students 

 Teaching for understanding is the creating of teaching learning experiences in a way that the students are actively engaged in the construction of knowledge or meaning making. The students should therefore be considered not as a passive recipient of knowledge, rather he is to be seen as a human agency who is actively involved in drawing from the encounters with his environment. Thus, the students’ role in teaching for understanding is not just to absorb or copy but to actively make sense and construct meaning. Students are involved in reasoned discourse over the topic enabling them to link the new knowledge with their past knowledge and applying the knowledge to different context. The students are further demanded to unpack or demonstrate their understanding through the different mental processes characteristic of understanding such as explanations, evidences, comparisons and application. 

 Environment 

 The classroom environment in Teachiung for Understanding is quite different from that of teaching at the memeory level. Teachiung for Understanding then is developing the capacity of the students to compare and contrast the learned concept with several other concepts as well as to apply the learned concept in new contexts. The teacher then has to provide the ideal encouraging environment. The students are as active as the teachers since they are involved in the construction of meaning. Consequently, there is a democratic environment with the teacher as a group leader leading the students in the right direction towards meaning construction. the teacher provides a creative and encouraging environment wherein the students feel free and motivated to engage themselves in logical and reasoned discourse with the teachers.

Reflective Level Teaching

Introduction 

Reflective thinking is a cognitive act of analysing some event or phenomenon that has already occurred. The event or phenomenon may also be some item of learning. As per Dewey, the learned material is cognitively revisited for a careful analysis of the belief involved, it’s supporting grounds, it’s consequences. Through such revisit and analysis, the individual reinterprets and judges the learned material with additional perspective and may arrive at new conclusions. Reflective thinking is the basic cognitive process that helps the learner to think over what they have learned, what are the shortcomings that they need to address and in the process they are able to find new conclusions.

Strategies

RT occurs in unstructured situations. The unstructured situations are problematic situations that initiate students inquiry.The students inquiry can be made supportive of reflective thinking when followed by the teachers supporting questions of the why and how type. In brief, the Problem Based Learning is the teaching strategy for RLT. 

Problem based Learning centers around some problem posed in the classroom (a problematic situation). It involves

• Posing a problem situation for the students and asked to find a solution for the problem.

• The students are guided to explore the problem and identify the data needed.

• Guide the students to locate, collect and analyse data. 

• Prompt them to look into the evidence, to think back on what they have collected data, how they collected the data and how they analysed the same to seel alternative solutions.

• Guide them in their evaluation of alternatives and taking decisions.

• Motivate them to think back on the entire process, share with others, observe others' solutions and highlight the new insight that they develop in the process.

 

Instructional Environment

• A free classroom environment that are close to an unstructured classroom situation.

• Free atmosphere to explore, share and discuss.

• Teacher as a support as well as a guide and motivator. Facilitate location of data, its collection and analysis. 

• Students are the active participants - defining problems, collecting data, performing analysis and so on. They are the self monitoring agent in the learning process.

 Ideas

Teaching: Memory Level

What are the Levels of Teaching?

Teaching is an interactive process. It is an organic synthesis of various teacher and student interactions related to the content knowledge. However, an analysis of the characteristics of these interactions reveal that the interactions takes place at different levels. The different levels are Memory, Understanding and Reflective Levels.

What is the Memory Level of Teaching?

 mental function by which we are able to retain and retrieve information about events that have happened in the past. When we organise something so that we can remember it or recall it later on, we are said to be using memory ( https://www.learncbse.in/human-memory-cbse-notes-class-11-psychology/ ). Memory level mental processes involves the retaining and recalling of past experiences, facts or information stored in the long term memory (LTM). 

What is the goal of MLT?

The teaching activities are carried out to enable the students to commit the new material to their LTM. This enabling students to remember and reproduced the information, or the procedure is the primary goal of this level of teaching propounded by Herbart.

What are the Teaching Strategies for MLT?

. The different strategies that can be used for teaching at memory level may include:

a. Anchoring

 Apperception theorists (Herbart) believe that the new information can be stored and readily retrieved from the LTM when they are linked to some element already existing in the a perceptive mass. Some idea, topic or fact in the a perceptive mass can be identified as an anchor element and the new learning material must be presented linked to that anchor element. 

When the new material is linked with some anchor element, it is easier for the students to store them in an organized way and retrieval of information from an organized storehouse is easier. Further, such linking structures the a perceptive mass. 

This assessing students previous knowledge prior to presentation of new material in order to identify the anchor element is an essential teaching activity. 

Example: Suppose one has to teach about the term velocity. Students are familiar with the word speed used by them in their everyday language. One can start teaching velocity linking it with speed.

b. .Mnemonics

The Oxford Languages define mnemonics as a system such as a pattern, of letters, ideas, or associations which assists in remembering something”. The use of this system helps in efficiently storing the information over a long period. There are various types of mnemonics that one can use such as the Acronyms, Key-words, Lyrical mnemonics and many more.

Example

* SWAYAM is an acronym for Study Webs of Active- learning for Young Aaspiring Minds. 

* Kids prefer cheese over fried green spinach is  an example of the expression mnemonic to remember the hierarchy of classification system of species. The first letter of each word represent one level of the classification system. Thus one gets 

K-ingdom

P-hylum

C-lass

F-amily

G-enus

* Key-word mnemonics are often used in language classes to remember the meaning of typical words. Fillibuster means a bus with speech written all over it. The two key words derived from the word filibuster are used to create a sentence like The senators speech filled the bus with speech. In this sentence the words fill and bus and speech are connected together. Additionally a picture can also be shown to enhance the memory.

Source: Zimmerman, L. & Reed, D.K.

* Peg-mnemonics: 

Peg mnemonics is used to remember words by linking a word with some another word, number, letter or even an image. For example to learn the alphabets in kindergarten one follows

A...for apple’s image.

B...for Boy’ image and so on.  

This the word apple and boy is used as a peg to remember the letters A and B 

C. Drill/ Practice

Drill and practice is defined as “a disciplined and repetitious exercise, used as a mean of teaching and perfecting a skill or procedure.”(1). The strategy is rooted in the behaviorist perspective on learning and particularly in the Thorndike’s Law of Use and Disuse and Law of exercise. The repetitive stimulus- response bond is said to be proportional to the frequent use of the bond. Similarly the law of exercise allows to repeat the response in association with a particular stimuli and increases it's bonding.

Instructional Environment

The teacher is the focus of teaching at this level who plans, implements and assess the instructional activities. The teacher presents well organized learning material ( information or skill) and directs the students. Presenting the learning material in manageable chunks in simple and lucid form is the responsibility of the teacher. All initiatives are taken by the teacher. 

The students follows mechanisticaly in a structured and disciplined environment. They are largely directed by the teacher and have to react as desired by the teacher depending on the strategy being used by the teacher. 

Since the goal of instruction is to help student memorize the material in different ways as selected by the teacher, there is lesser demand for more complex interactions involving higher mental processes. The lowest level of Blooms taxonomy viz. The knowledge level is invoked.  

References

1. Lim, C.S., Tang, K. N., & Kor, L. K. (  ). Drill and Practice in Learning (and Beyond), @ https://link.springer.com/referenceworkentry/10.1007/978-1-4419-1428-6_706

  Zimmerman, L. & Reed, D. K. (2019). Keyword Mnemonics: A Strategy to Build Content-Specific Vocabulary and Unlock Informational Texts. Retrieved at https://iowareadingresearch.org/blog/keyword-mnemonics

Logic of Testing Ho: 2

Logic of Null Hypothesis Statistical Significance (NHST)

मान लीजिये कि  

	जीवसंख्या	सैंपल
N	1000	100
Mean	μ = 100	M = 97
SD	σ	s
Ho	.                     M - μ = 0 अर्थात प्राप्त सैंपल के मध्यमान एवं जीवसंख्या के मध्यमान में सार्थक अंतर नहीं है.

1. NHST की प्रक्रिया में हम यह ज्ञात करना चाहते है कि 

• A . M - μ = 0 है अथवा 

B . M - μ ≠ 0.

• A और B में चुनाव करने के लिए यह देखा जाता है कि यदि पापुलेशन का मध्यमान   μ है 

तब क्या. M एक सम्भाव्य (likely) प्राप्तांक है अथवा यह एक असम्भाव्य (unlikely) प्राप्तांक है.

• यदि संभाव्यता अधिक है तब स्वीकार किया जायेगा. M - μ = 0

यदि असम्भाव्यता अधिक है तब स्वीकार किया जायेगा.    M - μ ≠ 0.  

2. सम्भाव्यता अथवा असम्भाव्यता को ज्ञात करने के लिए हम एक alpha  level (α) को तय करते हैं.  

आमतौर पर α= 5% पर तय कर लिया जाता है. 

निम्न चित्र में प्रायिकता वक्र पर 5% वाले क्षेत्र को दर्शाया गया है.

Source    Warner, Rebecca M .

यदि . 

 μ = 100 है  

 σ =. 2.5 है 

Mo = 105 है 

तब हम Mo के संभाव्यता का निर्णय इस वक्र के माध्यम से कर सकते हैं. 

परन्तु उसके लिए पहले प्राप्त Mo को मानक अथवा z- स्कोर में परिवर्तित करते हैं.

जीवसंख्या से असंख्य सैम्पल्स प्राप्त किये जा सकते हैं और उतने ही M प्राप्त हो सकते हैं जिनका.  

मध्यमान = μ तथा मानक विचलन = σ होता है

Mo ऐसा ही एक प्राप्तांक है.

अतः Mo का मानक स्कोर होगा:

z =. (Mo - μ) / σ

= (105 - 100)/2.5 

= 2.00

प्रायिकता वक्र को देखने पर पता चलता है कि यदि Mo=104.11 तब उसके सामान z = 1.645 होगा. प्राप्त Mo का मान 105 है जो की 104.11 से अधिक है और उसके समानांतर z score का मान 2.00 है जो कि 1.645 से अधिक है. अतः प्राप्त Mo (105) की संभाव्यता मात्र 5% है. अतः प्राप्त Mo एक असम्भाव्य अथवा unlikely प्राप्तांक है. इसे हम एक random occurence मानकर अनदेखा नहीं कर सकते हैं. अतः हम यह मान लेते हैं कि Mo - μ का अंतर शून्य के समान नहीं है और दोनों में सार्थक अंतर है. अतः Ho को अस्वीकार कर लेते हैं.

दुसरे शब्दों में 

उपरोक्त उदहारण में चूँकि Mo =105 है जिसका z score = 2.00 है, अतः यह एक असम्भाव्य प्राप्तांक है.

इसलिए शुन्य परिकल्पना को अस्वीकार कर देते हैं.

तकनीकी रूप से इसका निर्णय हम यूँ लेते हैं:

Mo को z -प्राप्तांक में बदलते हैं.

प्राप्त z - score = z -obtained है.

प्रायिकता वक्र पर 0.05 के लिए z -critical = 1.645 है. 

यदि. z -obtaine > z -critical

तब Ho अस्वीकार्य है .

NB: z -critical के मान को दिए गए df एवं 0.05 के स्तर पर NPC के टेबल से देखा जा सकता है.

Falsifiability Theory and Null Hypothesis

Falsificationism

Falsificationism was propounded by Karl Popper, a philosopher of Science. This theory evolved out of the debate over the Problem of Induction, that we have already seen in a separate blog (Inductiinism).

To understand Falsificationism we need to understand both the problem of induction as well as what we understand by hypothesis.

What is hypothesis?

               A hypothesis is an imaginative hunch by the scientist to explain some phenomenon, to show the relationship between certain conditions or some cause effect relationships.             According to Ayala (1994) hypothesis  must have four criteria viz.

a. It should have logical consistency in that it has no logical contradictions.

Suppose one hypothesise that since All A is X  since All A is P and All P is X. It is logically consistent since they follow the rules of logic.

b. It should have some explanatory power in that it tells something that make the phenomenon under consideration more comprehensible.

c. It should be consistent with the theories or knowledge related to the phenomenon under consideration that are already established, at least most of the times.

d. It should be testable i.e. the logical deductions or consequences derived logically from the hypothesis can be tested and are tested to establish the tenability of the hypothesis as an explanation. This condition thus represent the critical aspect of the hypothesis.

Falsification Theory

During the twentieth century, Karl Popper contributed towards the consolidation of the HDM through his falsification theory, that stands close to the idea that scientific method is basically deductive in nature.

        According to Falsification theory, the test of a scientific hypothesis is not its verifiability or its confirmation. Rather the test is the falsifiability of the hypothesis or its refutation. 

        The hypothesis formulated by the scientists as an explanation for a phenomenon, need to be "capable of being falsified through empirical observations" (ibid, p.228). Falsification is a better test for knowledge claims since Verification is always inconclusive, as was highlighted through the Problem of Induction by Hume. Verification process can yield innumerable instances of positive results, and yet it is always possible to have a negative observation that can challenge the validity of the conclusion. Innumerable instances of observation of swans and invariable observation of their white color can lead to the theory that “All Swans are white in color”. However, a single observation of black swan can make the theory skeptical or refute the theory. 

       As against such naive Inductivism, Popper favoured the hypothetical model of scientific method. The scientist creates hypothesis and through repeated efforts to falsify the hypothesis, the scientist is led towards new knowledge. 

        This falsification theory follows the procedure of using double negatives. First the scientists conjecture is expressed in a negative way. Logical deductions are derived from this hypothesis that are then tested to falsify them. If they are falsified, by observations that are contrary to the prediction, the scientists hypothesis is accepted as valid explanation.

     Thus science moves ahead through the process of falsification of hypothesis rather than through confirmation of the hypothesis. New knowledge emerges through falsification of the null hypothesis. Poppers favoured taste for falsification rather than confirmation was based on logical arguments.

Consider the syllogism:

 Modus Ponens.                                       Modus Tolens

If H then P.                                                     If H then P

P.                                                                     Not P

Therefore H                                             Therefore not H

  Popper argues that even through several instances of confirmation of P one cannot prove H to be true. There may be other reason why P is observed beside H. However, if we see the syllogism in B, a refutation of P necessarily shows that H cannot be true. Thus modus tollens is the syllogism that guides scientific method. Instead of imposing their own hypothesis, the scientists assume the no relationship hypothesis as true. They then make predictions from the null hypothesis. When predictions are not observed as expected, following modus tollens, the no relation hypothesis is refuted. Refutation of the null hypothesis leads to acceptance of the researcher hypothesis. If one fails to falsify the no relation hypothesis, it logically leads to unacceptability of the original hypothesis.

.               

आलोचनात्मक शिक्षण (Critical Pedagogy)

आलोचनात्मक शिक्षण

     प्रस्तावना

 शिक्षा में उच्च आकांक्षा रखने वाले परीक्षा प्रणाली का ट्रेंड वर्तमान में पुनः एक बार हावी है. उच्च आकांछा परीक्षण प्रणाली से तात्पर्य उस प्रणाली से है जिसमे निर्धारित अधिगम उद्देश्यों के द्वारा सीमित दायरे में ही शिक्षण कार्य को पूरा किया जाता है एवं अनुशासित ढंग से उन्हीं उद्देश्यों को आधार बनाते हुए परीक्षण किया जाता है. इस प्रकार के परीक्षणों का अपना अलग महत्त्व है. यह निश्चित तौर पर शिक्षा  एवं परिक्षण कार्यक्रमों को व्यवस्थित करता है एवं उसे वस्तुनिष्ठ बनता है. परन्तु इस प्रणाली की अपनी कमियां भी है. सर्वप्रथम यह विद्यार्थियों में स्मृति आधारित मानसिक प्रक्रियाओं को अधिक प्रोत्साहित करता है जिससे की विद्यार्थी परीक्षा में उच्च अंक प्राप्त कर सकें. विद्यार्थियों द्वारा प्राप्त किये जाने वाले अंकों को ही शिक्षा के गुणवत्ता का प्रमाण मान लिया जाता है. वहीँ दूसरी ओर  शैक्षिक उद्देश्यों के निर्धारण की प्रक्रिया में समर्थवॉन एवं इस प्रक्रिया के लिए उत्तरदायी व्यक्तियों की अपनी सोच एवं हित  उनके निर्णयों को प्रभावित करते हैं. अक्सर इस प्रकार की शिक्षा व्यवस्था संरक्षणवादी शिक्षा का रूप ले लेती है और विद्यार्थी उच्च कोटि के मानसिक विकास से वंचित रह जाते हैं. विद्यार्थियों को वस्तुस्थिति को स्वयं से समझने परखने और विवेचित करने का अवसर नहीं मिल पता है. शिक्षा के इन कमियों को दूर करने के लिए फ्रेरे ने आलोचनात्मक शिक्षण के अवधारणा को प्रस्तुत किया था. 

       फ्रेरे का मानना था कि  ज्ञान अथवा विचारों अथवा सामजिक रीतियां और नियम को गैर आलोचनात्मक ढंग से स्वीकार कर लेना ही समाज में एक समूह के द्वारा दुसरे समूह के उत्पीड़न एवं वंचित रखने का कारण बनता है. सभी प्रकार के उत्पीड़न के मूल में मौन स्वीकारोक्ति की संस्कृति है. अपने समय के शिक्षा व्यवस्था को वे इस मौन संस्कृति को विकसित करने के माध्यम और सामजिक बुराइयों के स्त्रोत के रूप में देखते थे.  

      

       फ्रेरे शिक्षा के प्रचलित व्यवस्था को “शिक्षा की बैंकिंग प्रणाली” के नाम से उद्बोधित करते हुए कहते हैं की इस प्रकार की शिक्षा ज्ञान-स्थानांतरण के सिद्धांत पर आधारित होता है एवं यह स्मृति आधारित अधिगम  को बढ़ावा देता है. फ्रेरे के अनुसार इस प्रकार की शिक्षा ज्ञान के सृजन को हतोत्साहित करते हुए विद्यार्थियों के सामाजिक एवं मानसिक विकास को अवरूद्ध करता है. अत इस प्रकार के शिक्षा द्वारा मौन रहने की संस्कृति का पोषण होता है तथा कालांतर में वही विद्यार्थी या तो इस तथ्य से ही अनभिज्ञ रह जाता है कि  उसके अधिकारों का हनन हुआ है अथवा ज्ञात होने पर भी वे मौन रह जाते हैं. शिक्षा सामजिक श्रेणीबद्धता में सामर्थ्य एवं उच्च श्रेणी के लोगों द्वारा उत्पीड़न एवं वंचन का माध्यम बनकर रह जाता है. इस प्रकार के शिक्षा के विपरीत उन्होंने आलोचनात्मक शिक्षण के सम्प्रत्य को प्रस्तुत किया.

आलोचनात्मक शिक्षण 

          फ्रेरे के अनुसार आलोचनात्मक शिक्षण शिक्षा का एक समालोचनात्मक उपागम है जिसमे विद्यार्थी सक्रीय रूप से अधिगम प्रक्रिया में संलग्न होते हैं एवं विषयवस्तु सम्बंधित स्वयं के विचारों एवं परिप्रेक्ष्यों को प्रस्तुत करने, विश्लेषित करने एवं निर्णय लेने के लिए स्ववतंत्र होते हैं. इस प्रकार की शिक्षा शिक्षक-विद्यार्थी के मध्य संवाद (dialogue) तथा विद्यार्थियों द्वारा समस्या प्रस्तुतीकरण  में संलग्नता (problem  posing ) के माध्यम से प्राप्त करने की वकालत की जाती है. विद्यार्थियों को शिक्षा के वस्तु  के रूप में नहीं देखा जाना चाहिए. अपितु उन्हे स्वतंत्र चिंतन करने वाले एवं अपने स्वतंत्रता के मार्ग को स्वयं चुनने के क्षमताओं  वाले एक व्यक्ति के रूप में देखने  की वकालत की जाती है. 

इस प्रकार के व्यक्तित्व के विकास के लिए आलोचनात्मक शिक्षण प्रणाली उपयुक्त है. यह उन्हें प्रश्न करने, संवाद करने, अपने परिप्रेक्ष्यों को व्यक्त करने के कैशलों से युक्त करता है. यह विद्यार्थियों में सामाजिक परिवर्तन लाने की क्षमता को विकसित कर सकता है.

    इस उपागम के दो महत्वपूर्ण विधाएँ हैं: 

समस्या खड़ा करना (Problem -posing ) 

इस विधि में कक्षा में विद्यार्थियों को प्रश्न करने एवं अपने प्रश्नों को प्रस्तुत करने के लिए प्रोत्साहित किया जाता है. इसके उपरान्त मानसिक उद्वेलन (Brain-Storming) द्वारा प्रारम्भिक समाधान विद्यार्थियों के द्वारा प्रस्तुत किया जाता है. इन प्रारम्भिक उपायों पर सामूहिक संवाद द्वारा उसे और परिष्कृत कर एक सर्वसम्मत समाधान को निर्मित किया जाता है. 

संवाद (Dialogue )

यह अति प्राचीन विधा है जिसका प्रारम्भ पश्चिम  में सुकरात से माना जाता है. इस विधा में संवाद को महत्त्व दिया जाता है जो शिक्षक एवं विद्यार्थियों के  मध्य एक दुसरे पर आस्था रखते हुए संपन्न किया जाता है. इसके द्वारा विद्यार्थी आलोचनात्मक ढंग से ज्ञान के साथ अंतर्क्रिया कर सकते है एवं उसे अपने जीवन के यथार्थ के साथ जोड़ते हुए होने परिप्रेक्ष्य को प्रस्तुत कर सकते हैं. वहीँ दूसरी और विद्यार्थी अन्य विद्यार्थियों के पाइपरएकशय को भी समझ सकते हैं. 

इन दोनों विधाओं के माध्यम से विद्यार्थियों में उच्च श्रेणी के चिंतन कौशलों का विकास किया जाता है. मौन रहने की संस्कृति ही उत्पीड़न एवं वंचन का मूल स्त्रोत है एवं आलोचनात्मक शिक्षण के द्वारा विद्यार्थियों में प्रश्न पूछने, अपनी बातों को तार्किक ढंग से रखने, दूसरों के परिप्रेक्ष्य को समाहित  करने के कौशलों को विकसित कर सकते हैं जो अंतत उनमे आलोचनात्मक चिंतन के कौशल को विकसित कर सकता है. 

निष्कर्ष 

शिक्षा में मतारोपण का बढ़ता प्रभाव शिक्षा के वास्तविक उद्देश्य के लिए एक गंभीर समस्या है. शिक्षा के सैंडस्रभ में फ्रेरे द्वारा प्रस्तुत की गयी आलोचनाएं समीचीन हैं. विशेषकर उभरते ज्ञान आधारित समाज एवं अर्थ व्यवस्था में शिक्षा स्वयं पृथक्कीकरण का कारण बन सकता है. यदि हम भावी समाज हेतु जागरूक एवं आलोचनात्मक व्यक्तित्व का विकास नहीं करते हैं तो यह प्रजातंत्र के मूल ढाँचे को ही कमजोर बना सकता है. वर्तमान में विश्व के कई देशों में बढ़ते उत्पीड़न के पीछे कहीं न कहीं शिक्षा द्वारा इस महत्वपूर्ण लक्ष्य को प्राप्त करने में उसकी विफलता ही है. अतः क्रिटिकल पेडागाज़ी की प्रासंगिकता वर्तमान के परिदृश्य में और बढ़ जाती है.