Paulo Freire's The Banking Concept Of Education

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.

According to the "The Banking Concept of Education" by Paulo Freire, I believe that Freire does a good job of showing the reader his idea about education. He makes the reader think about him/herself by the way he shows the fact obvious in their life. He hopes the reader know the depth of difference between the banking system and the problem-posing system. Therefore, this essay is talking about learning can only be achieved by communication with others and this can't be achieved through the banking concept. He describes, “Education thus becomes an act of depositing, in which the students are the depositories and the teacher is the depositor” (Friera, 257). He thinks that the banking concept as narration because the teacher report to lead the students memorize and

Freire shifts his focus to talk about the current consciousness state of the students. The consciousness of the students is the key to keeping them oppressed, by being able to change their consciousness it makes the students easier to control.

In the excerpt from “The Banking Concept of Education” the author, Paulo Freire explains the critical flaw in the current education system. He continues by offering his believed solution to this problem. The two concepts Freire discusses in this excerpt are the “banking concept” of education and the “problem-posing method” of education. The “banking concept” is talked about rather negatively, whereas the “problem-posing method” is talked about highly. Freire believes in the “problem-posing method” and that students should have free-will to a certain extent in the classroom with less authoritative power from the teacher during discussions.

In Paulo Freire’s article, “The ‘Banking’ Concept of Education,” he discusses how there is an absence of imagination and critical thinking in the “banking” method of education. Paulo Freire contends that the “banking” method of instruction is not a viable strategy to educate students. In the film, Dead Poets Society, directed by Peter Weir, Mr. Keating, an English professor in the film, liberates the student 's mind by making them confront the issues exhibited to them. The "problem-posing" strategy was utilized as a part of the film, yet since the students’ were used to the "banking" method, they did not know how to face the issue, rather they found another approach to dispose of it. “Problem-posing” method demonstrates that the "banking" method is by no means the only type of instruction out there. Weir’s film and Freire’s article demonstrate how well a teacher-student relationship can be when using the “problem-posing” method and the“banking” method, in other to understand Freire’s explicit and implicit message.

Paulo Freire dwells on the idea that a teacher’s task is to simplify “fill” a student’s mind. He describes the banking concept as a habitual learning process where the teachers oppress the knowledge that they considered important on the student by supplying the student with the material and not given them the opportunity to question the material presented. Freire states; that “In the banking concept of education, knowledge is a gift bestowed by those who considered themselves knowledgeable upon those whom they considered to know nothing. Projecting an absolute ignorance onto others, a characteristic of the ideology of oppression, negates

But when a child is reared in a nurturing and loving environment they can blossom into a free thinking questioning intelligent human being. Another article that uses these ideas to explore the problems with rigid top-down cultures is Paulo Freire’s “The ‘Banking’ Concept of Education”. In this article, Paulo Freire describes two main concepts relating to how the education system functions, one which is the current problem, and one that is his proposed solution. The problematic system is called the banking concept of education. Freire explains, “In the banking concept of education, knowledge is a gift bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing.” With this he is explaining how within the banking system teachers are the ones with all the knowledge and are of a higher power than the students, so the teachers give everything to the students and the students give nothing to the teacher. This is because the students are described as simply being responsible to absorb what the teacher has to teach them. This is due to the fact that it is believed that it is not possible for them to comprehend anything the teacher does not already understand because that would be too

Paulo Freire believes that the world is primarily dominated by the “banking” concept in regards to education. Under the “banking” concept, Freire describes the relationship between students and teachers as “involv[ing] a narrating Subject (the teacher) and patient, listening objects (the students)” (216). Freire later goes on to symbolize students as empty receptacles awaiting teachers to dump their knowledge freely to fill the empty spaces. Memorization, obedience, oppression, and dominance all describe the inner workings of the “banking” concept. Students lose their ability to become cogitative thinkers as they memorize lectures, never speak their voice or dissent to teachers, and give all of their freedom to their professors. Students then become slaves to the classroom, and rather than a symbiotic relationship existing between students and teachers, the road is very one way. If Freire were to analyze

INTRODUCTIONImagine you are a thirty four year old female patient. You arrived at the hospital after falling down a flight of stairs with an exceedingly high blood pressure (165/109), a high blood glucose level (450), abdominal pain, and are disoriented. These are symptoms of diabetic ketoacidosis, a complication of uncontrolled diabetes. You are from Guatemala and have no family members in the United States. There are doctors and nurses surrounding you. They keep asking you questions. You don’t understand what they are saying but you know they are trying to help. You don’t know why you’re in the hospital and you can’t understand anything the healthcare providers are asking you. You don’t understand because they are speaking in English. This hypothetical situation is an example of what some patients

What do students obtain through education? Freire in his essay ‘The Banking Concept of Education’ argues that students gain useless and meaningless knowledge through education, and I agree with Freire because education has become an act of depositing meaningless information into students. Freire believes the current educational system is flawed due to the “Banking Concept”, which Freire describes as, “an act of depositing, in which the students are the depositories and the teacher is the depositor”(Freire 72). Freire implies that teachers are only telling students what to know rather than conversting with them, which explains why Freire insists that “education is suffering from narration

Only in the end of his essay does Freire focus more on his own system, and explain its privileges without resorting to the faults of the currents system, but even then he uses the latter tactic several times. The essay ends on a political note, calling the new revolutionaries to realize what the name they call themselves means, and to change the current ways not only on the outside, as they have done before, but also internally to make radical changes to their philosophy and their ideas about education. This concluding device stirs up some doubts as to the point of the whole essay. It might seem from the author’s concluding point that the underlying purpose of the essay was not to expand on the more beneficial ways of education, but to criticize the ways of political leaders in his, or some other country. Nevertheless, the rest of the essay shows little evidence of such a plot, and this point is at best marginal.

As a Hispanic woman raised in Watts/South Central, education was a privilege. So my high school curriculum was not centered in the why’s or how’s of a particular subject. It was rather a collection of prioritized ideas, which I was not allowed to contradict. Freire’s concept of “banking” education is evident in much of my high school career. My classes were formatted to fit the standard of teachers who did not want students to question their credibility. These teachers can be categorized as “oppressors.” Freire evaluates “oppressors” as people who hold students back. They impose banking education onto their students, which is de facto the contrary to what education should be. In my early academic career, the use of banking education was used

When you think of a typical day in any classroom, you probably imagine students sitting in a desk taking notes with the teacher talking non stop. It’s like our minds are empty and it’s up to the teacher to fill us up with the required information for the course. The next day and the day after that, it’s the same process over and over again. I just explained the banking system which Freire describes as the flaws in the teaching-learning space for students and teachers. In his book he states, “the teacher talks about reality as if it were motionless, static, compartmentalized, and predictable”. This in return causes students to have a lack of creativity and not understanding the significance of what’s being taught. He turns this around by bringing up a new problem-posing education which emphasizes a better atmosphere in a classroom by asking questions, being open minded, and keeping a mindset for

He saw education (specifically, literacy) not merely as a means of transferring information as if one were filling a box, but instead as a means of liberation and revolution, that instruction should teach students how to think, not what to think, and give them the power to call into question the facts of everyday life (Gibson). In Freire's Pedagogy of the Oppressed, he suggests that the common people are constantly oppressed and forced to become submissive, and that in turn, they will oppress others in a similar fashion. Traditional education is one of the first vehicles for this cycle of oppression and submission, and therefore Freire insists that educators must stimulate students to think through acceptance and equality; that a teacher "is himself taught in dialogue with the students, who in turn while being taught also teach…authority must be on the side of freedom". According to Freire, it is critical that this student-teacher equality exist in order for a student to develop his or her ability to think individually.

Opposed to Freire 's view is the opinion that teachers should teach and students should simply absorb what they are being told. They should listen and soak up as much knowledge as possible but not question what they are learning. Many times teachers are able to get through more material this way, and some would argue this makes us smarter as students.