'A Head Is A Terrible Thing To Waste'

Indeed, sitting in school for prolonged periods of time takes away from actual learning time. And I feel like it happens much too often. Of course, it is not possible to perfect education, but to adapt it to become the best it can be. After analyzing Mary Roach’s “A Head is a Terrible Thing to Waste,” Eudora Welty’s “Clamorous to Learn,” Paulo Freire’s “A Pedagogy of the Oppressed,” and Frederick Douglass’s “Learning to Read and Write,” it is apparent that a having a good education lies in the way it is delivered to the students. Whether it includes visual or verbal learning, the teacher is the one who administers what goes into the students minds. This cultivates the concept of problem posing which allows students to think critically, allowing them to be more interested in a certain topic. Of course, problem posing should not be the only concept of implementing a good education; which in turn encourages a new idea: the banking concept, in which the teacher spoon feeds information to students. Nevertheless, a good education lies in a
This is hands-on learning, which, in my opinion is part of a good education. Another topic explained in this chapter is learning to objectify things. In the passage Roach explains, “Theresa is practicing a time-honored coping method: objectification. For those who must deal with human corpses regularly, it is easier (and, I suppose, more accurate) to think of them as objects, not people.” In this excerpt, objectification is learned on your own, no one to tell you what to do, or how to do it: like the problem posing concept. However, this blend of the students critically thinking and the professor giving information to them, also known as the banking concept, is what makes teaching students how to do something like this