The Banking Concept Of Education Analysis

1129 Words 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. …show more content…
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 gift bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing?” Teachers find it their duty to extricate their knowledge upon students to help them understand the answers that they are given. The teacher then feeds off of their students’ ignorance to ask founded questions about the accuracy of the knowledge they are learning, and because they do not ask, he can find justification for their existence (pg. 319). However, in the problem-posing method, the students feel a need to practice volition in attempts to question their authority figure; which by doing so enables to make conscientious decisions because of …show more content…
Firstly, when a teacher makes a narrative statement about, for example, what “Four times four…” is, turns out to be something that the educator must teach what processes or qualities that make the statement true. Otherwise, to procure a long drawn out conversation about the meaning of a simple math fact is ludicrous, and unnecessary. In California, during my time in elementary back in the early 2000’s, I was taught that I had to memorize and understand my math facts; I did, and it allowed me to know enough to move onto the next tier of the elementary school level – third grade. Another facet would be the standard of authority that a teacher has upon their pupils, such as limiting the length of a class discussion because to accommodate other students to express their views, managing what material needs to be covered, and having the ability to grade papers and provide feedback to pupils. I am a student who quite fair well in the problem-problem environment because I am unsure of what I should be learning, or if this prepares me better for the real world that lies beyond the walls of the

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