We have now moved onto the final or Action Stage. The process of Freire's problem-
posing educational method is not seen as leading only to greater understanding but also to action to improve the situation. For example, in the situation we have been looking at, action can be taken on a number of different levels. A need has been identified for young mothers to have somewhere to meet and discuss their needs and problems. Grandma needs time for her own needs. These two could happily coincide. Two of the women in the group agreed to go to the resource centre in the village and discuss this issue, along with the need for a creche. Another group member is to talk to her daughter about contributing to the family purse and another will bring up the topic of independent living with her daughter.

As mentioned earlier Freire's method is based on a praxis (action-reflection-action). This means that after an agreed period the group will return to reflect on results and the effects of any changes which have occurred. Further action may be required and agreed upon and the group again will meet to reflect on there outcome and so on.

In Friere's method the student is not a passive receiver as in 'banking' education i.e where a teacher arrives with expertise to fill up the empty students with knowledge. It is based on peoples experiences within their own communities and it develops peoples power to critically consider how they exist in their world. I have great belief in its potential for change and improvement. Luv it

That's all folks. Cheers

I'm back.

Before I move into the third stage i.e the Interpretative or 'why' stage, I just want to say that through the course of dialogue some unexpected things can emerge. For example during the first stage it was noted that the t.v. and cooker were on and this, along with the standard lamp, brought up the subjects of the cost of energy; living on a pension and the need for adults sharing a home to contribute to expenses.

Anyway, during the Interpretative stage the situation is increasingly seen and understood in its wider context. This stage, I think, is extremely important as in our daily lives we are not encouraged to ask 'why' questions and most of the new learning will emerge here. It is a good idea to have a person recording this session who will listen out for any themes and/or contradictions and who will represent them at the end. Now we look at why the situation in the picture is as it is? Why does the grandma and the daughter feel the way they do? Why has such a situation become more common in today's world? Why should society care? Also, by now participants will have gained more confidence and should move on from responding to the facilitator and begin to question themselves and each other. Dialogue moves backwards and forwards between the picture and aspects of people's experience and knowledge. If particular specialized knowledge is needed, resource people can be invited in to add to the 'pool'. The final stage is the Action Stage and I will write about this when I return.

It's a while since I posted 'stuff'. On return from Berlin my internet was down. Technology is only as good as it's working parts. The presumption is that everyone is in touch with the world and yet never before has it been so difficult. Anyway, to get back to Freire. Having identified the key issues through 'dialogue' with the group and, given time constraints, decided on a short piece of work we agreed to investigate the issue of children/grandchildren. This issue had been discussed quite heatedly as three of the six women had their unmarried daughters living at home with them, along with their babies. They found that, while they enjoyed having their grandchildren in their home, they were gradually taking on the responsibility of caring for the baby, while their daughters fell back into their pre-pregnancy lifestyle.

Here I have prepared for the first stage in the investigation by drawing (encoding) the social situation which we are going to learn about. The learning then continues with a 'decoding' discussion. The Freirian process will alway view the problem as a situation that can be acted upon and changed. The work of the facilitator is to ask question to deepen the discussion and place it in its wider context. Everyone is encouraged to take responsibility for their own learning and the learning of others. The first level is called the 'Objective Level' and is basically asking the group "What they see in the picture?" "What is happening?" This is purely descriptive but will already begin to encourage participants to open up. It is difficult for me to decide whether to include all the answers but in the picture we have a situation where grandma is feeding her grandchild while her daughter (mother of the child) is watching T.V. The clock on the wall tells of passing time. There are pots boiling on the cooker.

At our next meeting we began to explore the issue on a deeper level by moving onto the 'Reflective Level'. In this we explored what is happening in the picture; how the people in the picture feel; how do they feel about each other; why they feel like this; how did the situation become like it is; is it a common situation; is this a situation that grandma can easily accept; what about the daughter, what does she want etc? The responses at this level can be highly charged as it requires a good deal of discussion about feelings. As participants are speaking about the people in the picture it seems impersonal and encourages full participation and openness. They are, of course, all speaking from their own experiences, feelings and knowledge. At each level participants can learn that there is more than one view of an issue. Issues are also teased out about the wider social issues involved in the situation. This allows for the process of 'critical consciousness raising' which is the main aim of education, according to Freire.

Need to go now. Will be back.