Freire's Analysis

Paulo Freire is an author who poses questions and arguments that challenge everything that his readers think and know. “The Banking Concept of Education” from Pedagogy of the Oppressed poses the question about the education system and how teachers are narrators and students are recorders. In his essay he discusses how the students – who he refers to as containers – receive their information from teachers. However, the teachers never communicate with their subordinates. The idea of “banking” suggests that students are only receiving, memorizing and receiving facts from the “depositor” which made the students “depositories.” The main ideas drawn from this article are related to education, knowledge and communication.

In Chapter 2 Freire explores the structure of existing education, the banking approach, which consists of a subject (the teacher) transmitting concrete, inflexible knowledge to a number of objects (students). This style of education is reproduced and encouraged by oppressors because it encourages a view of the world as static and people as objective observers of it. Freire posits the problem-solving approach as an antidote to the banking approach. With the problem-solving approach, the lines between teacher and student are blurred. Everyone is encouraged to constantly examine and re-examine themselves, the world around them and the ever-changing relationships between them. Through this type of education, people come to see themselves as developing human beings who

Freire begins Chapter 2 of Pedagogy of the Oppressed by stating his interpretation of the educational system between teacher and student, focusing primarily on the “banking” system, which is exceptionally biased due to oppressive teachers who direct their own misguided inquiries upon their oppressed students. Freire continues on by maintaining “knowledge is a gift bestowed by those

Although Mark Edmundson and Paulo Freire believe that a higher form of education such as, a stronger teaching ethics, deeper understanding, and more passionate students is needed to correct the issues at hand. In their essay they both adopt a different style to present tis idea. Paulo Freire wants the individual to form himself rather than be formed. To this end, he proposes that educational topics or opportunities be taken from the daily experience the individual constantly encounters and avoid the current educational pitfall of resorting to artificial experiences. While, Edmundson is trying to show how education has change due to the leak of consumerism into universities. Edmundson acknowledge his own conformity and promise to change back to what he thinks will make a good class and challenge his students to think on another level.

Paulo Freire, a Brazilian educator and philosopher, examines why that is by looking at the different forms of oppression in schools dating back to the 19th century in chapter two of his book Pedagogy of the Oppressed. Freire compares two concepts of education that are present today, banking and problem-posing. In the banking system students are looked at as banks and teachers as customers. Teachers simply "deposit" pre-selected information into students who are then expected to memorize and repeat what they are told. Freire believes this way of teaching needs to be eradicated and replaced by a problem-posing system where teachers are influenced to emphasize critical thinking among their students. When students are taught to think critically they start to speak up and release their rage, they do not stay quiet. People of color refuse to ignore racism when they are taught how to identify and combat it. Schools hold the key to the liberation from

In the next five paragraphs, I will write about teachers` and students` role at school in my hometown, Hungary, comparing and analyzing how Freire wrote about them. Accurately, I will explain how oppression existed and still exists in Hungarian schools. Students were treated almost as soldiers before/during class, never spoke to teachers outside of classes, chose the way we talked to our teachers otherwise you could have been kicked out of school, etc. Finally, after doing a bit research in History, I will give an insight why was it easy for the problem-posing education to exist in Brazil.

He uses figurative language to persuade his audience to believe that the problem-posing education method is better and more effective. Freire describes the “banking” concept of education as the “students are turned into “containers”, into “receptacles”, to be “filled” by the teacher. The more completely she fills the receptacles, the better the teacher is”. The teacher turns students into banks in which information is deposited in them. The teacher knows everything and the students know nothing. Freire starts his essay off by using this negative language to explain the “banking” concept of education to his audience. He wrote several paragraphs of how negative this concept is before he explained how great the problem-posing education method is. This helped him persuade his audience to think that the “banking” concept of education was bad before the audience had a chance to learn what the other method

In today’s educational classrooms, there are many different ways a teacher and their students communicate and connect in the learning environment. The way the students and teachers interact with one another plays a big role in how a student is demonstrating their apprehension as well as what they are learning. In Pedagogy of the Oppressed, Paulo Freire discusses different methods of teaching and learning between the student and teacher, such as the “banking” concept of education and the problem-posing model.

The subject of expectations for higher education is one that tends to spark impassioned debate among educators, students and parents alike. In Pedagogy of the Oppressed Paulo Freire presses his audience to consider such expectations in light of one’s own intentions, motives, and affections toward those to be educated (Freire 50). He goes even further to suggest that a love for one another through empathetic dialogue, especially on the part of the educator, must be present in order for fear to be wiped away and liberation to eventually take its place (Freire 89,90). It was that dialogical approach that made Freire’s literacy programs so successful in Brazil until “his work was interrupted by a military dictatorship” in the mid-60s and

In Freire’s article, he uses a term called “banking education” to illustrate the teacher-student relationship at any time inside or outside of school. The communication between teacher and student is almost nonexistent. He describes the students as empty containers that are sitting in a classroom patiently waiting for the instructor to deposit knowledge into their brains. According to Freire, “The capability of banking education to minimize or annul the students’ creative power and to stimulate their credulity servers the interest of oppressors, who care neither to have the world revealed nor to see it transformed” (Freire 2). He argues that this type of teaching

The relationship between a students and a teacher is more complex than Freire describes. Not all classes are structured in where "Narration...leads the students to memorize mechanically the narrated content" (Freire). He argues that teacher tell students what they need to know, and that the students memorize what they have been told. However, I disagree with Freire because not all classes are structured as pure lecture and not all students learn the same.

In Paulo Freire’s essay “The Banking Concept of Education,” he discusses how education is suffering from narration sick, in other words how there are teaching and learning disorders in the classroom. The author explains that it is the oppressive depositing of information by teachers into their students. The author is not blaming the students or teachers for the students that are not learning, it’s the educational system, and because of that the students cannot be independent because of the banking concept. He believes that problem posing can help out the system. Instead of the teachers letting the students communicate, the teacher makes a deposit which the students rarely receive, or memorize, which

Many believed that it was the will of God, or a higher power, for them to be in their place in society (Flanagan, 2005). The oppressed feel as they are worthless, and dependent on the oppressors. Freire’s pedagogy opposed the views of his time. He wanted elevate the oppressed by educating them, allowing them to see themselves as deserving humans, and help them discover alternatives the dire situations they were accustomed to (Flanagan,

Reading this essay, Freire is enacting his principles by giving an example of communication. In an honest and thoughtful essay, he explains how the banking concept is a grave error in education. He speaks to the reader to open their eyes to the detrimental aspects of the current educational methods. He also makes light of the problem-posing method of education. He explains that by using this method “students, as they are increasingly posed with problems relating to themselves in the world and itch the world, will feel increasinglychalleneged and obliged to respond to

It is not surprising that schools catering to a wealthier demographic are better than schools in which the students are poorer, or that those students are being taught the skills needed for higher-paying professions. The difference in teaching methods from school to school is what is surprising. Students from lower class families have been oppressed by a social and educational system which strives to dominate them and keep them complacent so that they are unable to change their status in the social hierarchy. By not having the same expectations of students from a lower social class as there are for more affluent students, the system makes them unsure of their ability to succeed and denies them the skills in which to do so. This essay will examine articles from two educational theorists to show how a contemporary charter school has managed to empower their students and obtain unusually high success rates in spite of the social standing of their students. In Pedagogy of the Oppressed, Brazilian teacher and educational reformer, Paulo Freire defined two concepts of education: “the banking system” (209), in which students are “dehumanized” (212) and seen as “containers” (210) into which knowledge is deposited, and the problem-posing system, in which students and teachers participate in a dialogue in order to create knowledge together. “In the banking concept of education, knowledge is a gift