Analysis Of Paulo Freire 's ' The Banking Concept Of Education

1129 Words Mar 9th, 2016 5 Pages
In Paulo Freire’s essay, The “Banking” Concept of Education, he goes into great detail in explaining how the banking concept, a method of education, makes those under it oppressed. However, this creates a dichotomous relationship where the teacher “deposits” information in their automatons who happen to be students – they openly accept new knowledge, but they end up reciting it again and again in an unending cycle. Additionally, Freire created another method in which he called problem-posing. This method redefined the normal oppressor and oppressed paradigm by allowing students to use their knowledge to teach the expert. In his essay, Freire openly expressed his criticisms of the banking concept, but all of which have several logical fallacies. These fallacies are built on the same concept that he blatantly tries have the reader to delineate from by having them view the problem-posing solution with open eyes. However, to understand Freire’s premises, several efforts must be made to create counter arguments in the following ways: what kind of fallacies does are there and to list other claims about the problem-posing pedagogy.
Throughout the entirety of his essay, Freire uses rhetoric to make those under the banking concept empty receptacles that are waiting to be filled with knowledge, which will ultimately make them inhuman. Why are students who follow this method seemingly incapable of being critical and imaginative? In a quote on page 319, he mentions that “knowledge is a…

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