Freire essay The purpose of this essay is to discuss to connect Freire’s ideas in “The Banking Concept” with my own educational experience. “The Banking Concept” examines the educational system, where the author illustrates the teachers and students role in the system. The author also illustrates also how the banking approach works, and writes about the opposite approach in the second half of the passage, problem posing. Firstly, what is the banking education? The banking education is a term used to describe whereas the teacher is a active participant and on the other side, the students also receiving information without thinking critically. However, the term is developed my Paulo Freire to describe and critique the educational system.
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If a student wants to get a good grade, the student need to sell their soul to the teacher, and then slowly adapt as an non critical thinker. In fact, their passive role stimulates the brain to not think critically and therefore when the students enter the world they will not be prepared to think independently. Their creative power disappears as they receive good grades and a diploma. As a result, the banking approach will never prepare student to enter the “real” world, where problems and other difficult occur. Furthermore, in my previous math class my math teacher always repeated herself by saying “If you want a good grade then you need to remember what we have done in class”. What she means by saying this is that we should focus to memorize what being held rather than understanding. This approach made my self less critical to understand why things worked as they did, and I relied on what the teacher said is true. The questions that raises in my mind is how much should we rely on our teachers? Is it the teacher that have all of our answers, like the Holy Bible has for the Christians? I believe that it is wrong to rely all the time on the teachers and this is the main reason why students becomes machines in the banking education. As Freire says on page 216 “Worse yet, it turn them into “containers,” into “receptacles” to be “filled” by the teacher”. Which means that …show more content…
I never had the opportunity to have a good teacher that actually showed me how it all works and connects together, instead my teacher always made up memorize. The majority of all high schools student can not answer the question why four times is four equals sixteen. Instead of learning why four times four is sixteen we basically memorizes the equation and repeats it without really knowing what it means. How could we students ever know what it means when we never learn what it actually means? Freire argues that on page 216 that “education thus becomes an act of depositing, in which the student are the depositories and the teacher is the depositor”, which means that our role as student is only to memorize and repeat. In fact, my math abilities has become weaker with the years because I have not learned why maths works as it does. This approach has developed many gaps in my math skills, which is difficult to fill after many years of formulas to remember. As a result, my calculus class becomes extremely difficult and my motivation to succeed in the class becomes low. On the other hand, if my math professor from my high school had a different approach such as problem-posing, I would be able to think critically and actually understand why math works as it does. However, Freire argues on page 224 that “Banking education resists dialogue;
If a student wants to get a good grade, the student need to sell their soul to the teacher, and then slowly adapt as an non critical thinker. In fact, their passive role stimulates the brain to not think critically and therefore when the students enter the world they will not be prepared to think independently. Their creative power disappears as they receive good grades and a diploma. As a result, the banking approach will never prepare student to enter the “real” world, where problems and other difficult occur. Furthermore, in my previous math class my math teacher always repeated herself by saying “If you want a good grade then you need to remember what we have done in class”. What she means by saying this is that we should focus to memorize what being held rather than understanding. This approach made my self less critical to understand why things worked as they did, and I relied on what the teacher said is true. The questions that raises in my mind is how much should we rely on our teachers? Is it the teacher that have all of our answers, like the Holy Bible has for the Christians? I believe that it is wrong to rely all the time on the teachers and this is the main reason why students becomes machines in the banking education. As Freire says on page 216 “Worse yet, it turn them into “containers,” into “receptacles” to be “filled” by the teacher”. Which means that …show more content…
I never had the opportunity to have a good teacher that actually showed me how it all works and connects together, instead my teacher always made up memorize. The majority of all high schools student can not answer the question why four times is four equals sixteen. Instead of learning why four times four is sixteen we basically memorizes the equation and repeats it without really knowing what it means. How could we students ever know what it means when we never learn what it actually means? Freire argues that on page 216 that “education thus becomes an act of depositing, in which the student are the depositories and the teacher is the depositor”, which means that our role as student is only to memorize and repeat. In fact, my math abilities has become weaker with the years because I have not learned why maths works as it does. This approach has developed many gaps in my math skills, which is difficult to fill after many years of formulas to remember. As a result, my calculus class becomes extremely difficult and my motivation to succeed in the class becomes low. On the other hand, if my math professor from my high school had a different approach such as problem-posing, I would be able to think critically and actually understand why math works as it does. However, Freire argues on page 224 that “Banking education resists dialogue;