While to some the difference between the use of the word training vs. education might seem unimportant to others the conceptual ideas connected to these terms carry much import. In fact, these words symbolize two extremes in educational philosophy and practice that have been at odds with each other for at least a century. For in-depth treatment of these differences see the volumes of works written by critical pedagogues including Paulo Freire, Henry Giroux, Joe Kincheloe, Shirley Steinberg, and Nina Zaragoza.

Here I offer just a brief discussion to elucidate some of the major differences in educational thought behind these two words. To educate from a stance of critical pedagogy the view of the teaching learning process takes into account the strengths, values, and stories of the learners. The teacher’s role includes nurturing learners to draw out and develop the nascent gifts already within. These teachers see their students, whether kindergartners or Master-level teachers, as vibrant participants in the educational process with stories and knowledge to contribute. Both teachers and learners together act upon the body of knowledge under study through dialogue, discussion and problem solving and education remains dynamic and participatory.

Teachers who lean toward the “training” camp of educators often view learners as empty vessels ready to be filled with the knowledge prescribed. Here product holds more value than the process and measurement of success manifests in concrete recitation of the knowledge students have stored. Freire calls this the “banking” method of education where students major form of participation lies in memorization of material given by teacher. With the absence of discussion, and problem solving opportunities learning environments remain static.

The Beyond Borders principles clearly voice education supported by critical pedagogy. The inclusion of narrative, arts, etc. enable breathing and living learning environments that will inspire and “call out” the best in teachers and students. Therefore, as we move toward supporting our teachers on the ground and remotely let us honor their chosen vocation (calling) through a model that truly and deeply educates.