Banking Concept" vs. "Problem Posing

1496 Words Apr 28th, 2005 6 Pages
Education is defined as, "The act or process of educating or being educated, the knowledge or skill obtained or developed by a learning process, a program of instruction of a specified kind or level, the field of study that is concerned with the pedagogy of teaching and learning, as well as an instructive or enlightening experience" (No author). People begin their education from day one till the day they die. Every day we learn new things in different ways. Whether someone is just telling us some random fact or you are sitting in a classroom being lectured by a professor. The main focus of this classical argument involves the learning that is done in the classroom or lecture hall in the schools of America today. The question arose as …show more content…
265).
For someone to be enlightened by a fact they need to be involved somehow and have their creativity take hold. If someone were to just sit in class, take notes, and listen to the teach for one hour, that student will come out knowing what they just heard, but after they are done with that information they lose it and the knowledge is useless. On the other hand picture a classroom, with student in a circle where you are required to participate and involve yourself in the conversation. Now everyone is hearing all different points of view and they are taking in so much more. When they leave the classroom and move past that information it will still encapsulated in their mind.
Freire also brought forth another idea, which sparked me to look at things from a different point of view, "People teach each other, mediated by the world, by the cognizable objects which in banking education are "owned" by the teacher" (pg. 265). In some cases though I feel that the banking concept works, but only on some subject matter. In science facts are what they are and there isn't any other way to look at it. So for a teacher to lecture you on something in science then you just kind of have to take it in. Conversely though we wouldn't get anywhere in science if it wasn't for those who questioned what everyone thought was right and set out to re-invent its meaning. My own experiences in the classroom and learning, I have come to like the
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