In the “problem-posing” model, Freire sees the relationship between students and teachers as dialectical. He resolves the differences between active teaching and passive learning by synthesizing them into a single role, where everyone teaches and learns in the same classroom. He also argues that students will naturally take a more active role in their education when it feels relevant to them; as Freire argues in Chapter 3, this active participation is necessary to make the problem-posing model succeed.
connected. Freire supplies the example of a peasant student in a Chilean class, who argued that human beings must exist in the world to call it a “world” in the first place—and compares the peasant’s point to French existentialist Jean-Paul Sartre’s idea that human consciousness and the world are interdependent. “Problem-posing” education helps people develop their understanding of the world, so that they see the world as constantly in flux. More broadly, Freire reiterates that “problem-posing” and “banking” have entirely opposite goals. While “banking” separates people from history, “problem-posing” helps its students understand their place in history.