Julie’s Blog

The second letter reveals Freire’s beliefs in constructivist learning theory.  He wrote about how a reader’s response to an author is like an exchange because the reader brings what he/she knows and believes to the text.  He also described the benefits of group readings in which several people discuss their interpretations of a given text which may influence someone else’s viewpoint.  His design of critical reading included consulting auxiliary tools (i.e. reference materials, other individuals) to aid in the invention of meaning of a text.  This all speaks to the notions of assimilation, accommodation and constructed understandings.

I found humor in letter due to my recent encounter with paralyzing fear over a text.  Those of you enrolled Dr. Jarrett’s play class will recall my presentation regarding an Erikson article.  The letter really outlined my experience including overwhelming fear, insecurity, and panic, the desire to abandon the text, seeking help, studying, and discipline and even accusing the author of being incomprehensible.  I still do not know why he had to write that way, but the bottom line is that it was a very emotional experience.  And in the end I had to rely on what I already knew, qualify that knowledge as appropriate and acceptable, and apply that to his text.  Only then did I feel adequate to present on the article. 

This is a great example of critical reading for an adult.  I agree that we must teach our students how to interact with text, but this is so much easier to believe than to do.  We as reading teachers must challenge ourselves as both readers and teachers to facilitate the development of critical reading skills in our students.