In his book, the pedagogy of oppressed, Freire calls traditional pedagogy the "banking model of education" because it treats the student as an empty vessel to be filled with knowledge, like a piggy bank. He argues that pedagogy should instead treat the learner as a co-creator of knowledge.
This was subsequently incorporated in the work of Augusto Boal in "theatre of oppressed" that is a form of "simulated education" where the audience learners (spect-actors) get to learn with the teachers (professional actors).
We often find simulations as an easy way of delivering medical education too and there are currently many tools and tactics to deliver these and yet most medical practitioners and practicing teachers tend to engage more with the primary beneficiaries of medical education (patients) in real time and perhaps even need their students and spect-actors to actually lend them a hand (as in a hands on approach to co-creating knowledge) and thus actually benefiting the primary beneficiaries of medical education, even creating a scope to correlate student and teacher learning outcomes with patient illness outcomes.
Co-creating emancipatory knowledge in real time:
We look back decades before "critical pedagogy" was founded and peer into the life of an Indian hands on Marxist anarchist revolutionary, Bhagat Singh, who for some time in his short existence of 20 years had been exploiting the power of drama as a means to inspire the revolt against the British, purchasing a magic lantern to show slides that enlivened his talks about revolutionaries.
In 1929, he proposed a dramatic act to the HSRA intended to gain massive publicity for their aims. Influenced by Auguste Vaillant, a French anarchist who had bombed the Chamber of Deputies in Paris,[36] Singh's plan was to explode a bomb inside the Central Legislative Assembly. The actual intention was for the perpetrators to allow themselves to be arrested so that they could use court appearances as a stage to publicise their cause. The Supreme Court of India established a museum to display landmarks in the history of India's judicial system, displaying records of some historic trials. The first exhibition that was organised was the Trial of Bhagat Singh.
Much has happened in the years since then with further evolution of critical pedagogy embracing critical realism that allows healthcare learners to 1) understanding complex outcomes, (2) optimizing interventions, and (3) researching biopsychosocial pathways. Such questions are central to evidence-based practice, chronic disease management, and population health.
There have been as a result, co creation of critical realist pedagogy in real time through team based learning between multiple stakeholders such as health professional learners, faculty, patients and their relatives that has been supported be technology where all these stakeholders co create as online system users, with a username, something that has been labelled user driven healthcare.
This co creation has enabled healthcare educator practitioners to not only remain focused on real patient care centred learning outcomes but develop realist ontologies for medical education and practice such as "real patient OSCEs" that retain whole patient clinical complexity rather than reduce it to smaller parts in order to optimize clinical complexity.
"Many if not most students come to the university in order to gain access to and eventual enfranchisement in 'the establishment,' not to critique and reject its privileges."
Students want to gain, rather than to critique, positions of privilege, as encouraged by critical pedagogues."
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