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Whose body? Whose mind? : the implications of Paulo Freire’s Problem Posing method for a humanistic approach to an Active Health program

University of British Columbia

Paulo Freire's Problem-Posing method was adapted and developed to provide a humanistic alternative to the prescriptive, physiological approach presently manifested in most Active Health programs. A need for a holistic approach to Active Health was established and the Problem-Posing method was presented as a viable method for the development of personal, physiological, social and mind-body experiences within an Active Health program. The Problem-Posing method was viewed within the Humanistic Educational framework. An interpretation of Humanistic Education, its roots and characteristics was presented. An understanding of Freire's view of man and philosophy of education was given as a prelude to the nature and mechanics of the Problem-Posing method. A student oriented life style program was developed around Freire's codification concept. This program, using Freire's dialogical, Problem-Posing approach, was intended to move students from a naive consciousness to a critical consciousness as they investigated the factors that determine their life style and thus influence their health status. The program was introduced to a grade 11 Physical Education class in order to realize Freire's concept of praxis and to establish subjective opinion regarding the viability of employing the Problem-Posing method in a Secondary School Physical Education class. In light of the positive opinions of students and teacher, it appears, from a subjective stance, that students began to move from a naive to a critical consciousness in regards to life style development and that the Problem-Posing method appears to be a viable, humanistic approach to an Active Health program.

Text

2010-02-26

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http://hdl.handle.net/2429/21034

Education

University of British Columbia

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