Pedagogy Of The Oppressed By Paulo Freire

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 Plato’s The Allegory of the Cave and Freire’s The“Banking” Concept of Education, the idea of education and restrictions is discussed and pondered on. In The Allegory of the Cave, Plato tells us his ideas and beliefs through a story that involves three prisoners who are chained up in a cave. Their backs are towards the entrance, and they are only exposed to shadows and echoes. When one of the prisoners is released he enters a world filled with confusion and disbelief. In Freire’s The “Banking” Concept of Education, he addresses his notions of today’s education system by setting the scene of students in a classroom who are only given a teacher and the teacher’s knowledge. Although Plato’s The Allegory of the Cave shows that people are restricted in knowing the truth because they are chained up and Freire thinks that students can release themselves from their restrictions by questioning the higher power , I claim that both Plato and Freire make similar arguments because both claim that the reason to why we are restricted is because our perception of truth comes from only one source that is given to us.

Freire talks about the “banking concept of education”, explaining that students in this system are receptacles that are to be filled with the “content of the teachers narration”.(Freire, 1) These receptacles are expected to regurgitate information given in class, on tests, quizzes, and anything that requires an answer that is “word for word” what the teacher says. In a banking classroom, the teacher is the authority and the students are oppressed. Freire writes, “The more students work at storing deposits entrusted to them, the less they develop the critical consciousness which would result from their intervention in the world as transformers of that world.” (Freire, 2).

“Education thus becomes an act of depositing, in which the students are the depositories and the teacher is the depositor. Instead of communicating, the teacher issues communiqués and makes deposits which the students patiently receive, memorize, and repeat. This is the “banking” concept of education, in which the scope of action

Philosopher and educator Paulo Freire once said, “Education either functions as an instrument which is used to facilitate integration of the younger generation into the logic of the present system and bring about conformity or it becomes the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world.” In Freire’s work of “the Banking Concept of Concept”, he describes how the education system is failing to help student find success in the real world as well as it provides a framework for the “teachers” to oppress the “students” through the distribution of power.

When Tarek gets detained by the NYPD in the subway station, and Walter tries to intervene on his behalf, Walter is told that all he can do is make a statement in the station. Walter Vale does everything in his power to help Tarek get free. Even though Walter never had any contact with the immigrant population before, he feels very connected to Tarek over the bond that they share in music, and he helps him despite his ethnicity and race. Walter hires a lawyer to try and get Tarek released, and he visits him frequently. When Walter visits Tarek, he sees how the people are discriminated against and even with all his influence, Walter feels powerless in this situation. Walter was a man of privilege living in America and he never experienced the feeling of such powerlessness in a situation before. This feeling of powerlessness makes Walter fight for what he believes in and he tries everything in his power to help Tarek and set him free.

The “banking” concept of education is a short essay written by Paulo Freire, which describes his views on inadequate education. The “banking” concept of education and the problem-posing education method are two teaching methods Freire uses to explain the differences between what is inadequate teaching and what is not. The “banking” concept of education is a method of teaching education to students as if they are depositories and the teacher is the depositor. Students only receive the information from the teacher to memorize and report. The problem-posing education method involves a combination of the teacher teaching the student and the student teaching the teacher through dialogue. This makes the classroom environment more interactive. Freire

The greatest thing about humans is that they have the ability to think. Thinking is what differs people from each other and makes people who they are. Freire understands the importance of thinking and wants to start a discussion on the school systems attempt to restrict thinking. This is what he tries to do in his article, something that he does pretty well. He believes the school system solely cares about facts and numbers. The teachers feed their students information and expect them to memorize it, and spit it back on paper. “The reason the banking system continues to thrive is to serve the purpose of the authority, whose peace of mind rests on how well the oppressed fit in the world created by the oppressors, and how little they question it (Freire, page 219). Educators have to understand that the classroom is a leveled playing field, teaching and learning simultaneously through discussions with each other.

This type of banking concept of education helps to keep the oppressed in their situation (Flanagan, 2005). Freire had a very different attitude toward education and believed that to elevate the oppressed they must be educated in a way that engaged them, where they physically played a role in the education, and experienced how to interact and problem solve with others. Flanagan (2005) expressed that this type of educational change is not simple but complex because it requires stamina, trust, encouragement, and a partnership from both sides. Education must also be built on theory as well as practice (Flanagan,

In Pedagogy of the Oppressed Paulo Freire mentions the teacher-student contradiction. The contradiction is when students are controlled by teachers. The teachers have the authority over the students, which puts the students in a position that lacks freedom to experience their identity as humans. This contradiction exists due to the banking concept of education. Freire states that the banking concept encourages the contradiction between teachers and students. The banking concept rejects students as individuals and sees them as objects. As a result of the rejection as individuals, students are unable to speak or act upon their own

That is in the pursuit of examining how politicization and indoctrination into extremist viewpoints has become embedded into education. Hardly objectionable criticisms of education that are as old as education itself are implanted into a revolutionary critical theorist lens. Plutarch in around the year 100AD posseted that, "The mind is not a vessel to be filled, but a fire to be kindled." He is describing his misgivings with a situation similar to Freire’s Banking concept. These going on two millennium old criticisms are not original, nor do they convincingly support a revolutionary viewpoint when Freire espouses them anymore than they supported Hellenistic-pantheism when Pultarch espoused them. Yet when these are exposed to students in Freire’s work, many students find themselves personally relating to his analysis of attitudes held by teachers and their harmful modes of behavior on an emotional level, similar to a newspaper horoscope reading “Capricorns will feel especially oppressed by their teachers today due to the alignment of Neptune.” Of course a system of ‘oppressor’ and ‘oppressed’ and the need for revolution is taken part-and-parcel with these surface-level unfalsifiable armchair accusations. In this very class I observe people debating

Freire mentions the traditional relationship between teacher and student as banking education. In this dysfunctional, oppressive system the teacher exhibits the control and takes the role of an oppressed whilst the student is expected to remain the passive and unthinking follower. Banking education is a system for dominating and adapting people to the situation they are in. Knowledge is something the learner is totally unaware of. The content is a reality that cannot be changed, touched or spoken of and ultimately never transformed. The method is one of depositing, where the learner is seen as a container taking the content without digesting and it is done by an educator who is the oppressor. Freire is completely against this system of banking

The original Social Contract tradition has had many authors, but for the purposes of this paper I will focus on John Locke’s work as one political system that might be used by a nation and the problems it entails that would have to be discussed for modern uses. Locke begins by describing a state of nature that entails equality and a state of perfect freedom for mankind to live as they want within the laws of nature (Locke 2009, 370). Locke’s work argues for his view of property, where a man has the right to the fruits of his labor but not to another man’s (Locke 2009, 372). In his view, the government is meant to prevent on man from seeking punishment that is unfit for the committed crime and that people join together for protection for themselves and their property (Locke 2009, 371-372). He argues also that no one man should be in charge and that a democracy should be used instead (Locke 2009, 371).

In “The ‘Banking’ Concept of Education,” from the Pedagogy of the Oppressed, Revised Edition, Paulo Freire discusses two different types of education: “banking” and problem-posing. The banking concept of education is when teachers “make deposits which the students patiently receive, memorize, and repeat” (318), and ‘problem posing’ is when the teachers and students are equal. Instead of being treated as human beings that have their own thoughts and ideas, students are treated as containers that are simply filled by a powerful being, a teacher. In school, teachers are dominants that provide knowledge to the students, the subordinates; the knowledge that students learn are limited to what they’re taught by teachers. Similarly, in Kurt Wimmer’s ‘Equilibrium’, Librians are treated as reservoirs for knowledge.

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.