Philosophy Of Education Analysis

Paulo Freire's, "The 'Banking' Concept of Education" discusses the concept of contemporary education, Freire equates this view to banking; coining the term “banking concept”. In this chapter Freire critiques and analyzes the educational system and likens it to a banking processes, where information is currency, the students are the empty accounts, and the teachers are the depositors. This concept explains that educations is an endowment granted to students. He justifies that this process of education deems humans as individuals who are controllable and even goes as far as saying that banking education diminishes imaginative control. Mr. Freire suggest that this way should be replaced with his method that is much more adequate and practical—his

My whole childhood I always dreamed about being a teacher. During school breaks, weekends, and summers, I would set up a “classroom” in my basement and my friends and I would play school. I would be the teacher most of the time. It takes a very special person to be a teacher, not everyone is teacher material. You have to be very patient, kind, and caring of all students you work with and encounter through your day and year.

After reading The Aims of Education by Whitehead, it made me think about my experience working with Beans and Rice, specifically applying school and learning to real life. The Beans and Rice program does micro-society with the students, meaning they all have jobs within the society: government, restaurant, craft making and sales, etc. We teach them to use what they learn in school and carry it over to the after school program. In the article it talked about how if you are going to teach the quadratic equation then the people learning it should know when they have to use it. When tutoring some of the students, I have been asked “when am I ever going to use this?”. Then we turn to micro-society I can show them exactly how they will use the

In Freire’s analysis of the educational system, he lists his concerns about the methods in which students are taught. According to Freire, students are only taught to retain information which stifles one’s education because students are unable to challenge the information being taught. Freire cites that this method is the equivalent of a banking system, since the professor “deposits” information into the students and like depositories the students accept the information. This method of learning is inefficient because students are deemed ignorant and professors are considered all-knowing. Moreover, a student’s creativity could diminish since the method would suppress one’s critical thinking skills and lead students to think passively. However, Freire believes that in order to resolve the mishap a problem-posing education would be more efficient.

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 teacher, what are the goals? The rest is educational philosophy statement should support the goals I set, these goals should be achievable, and with teaching duties are related. On the other hand, I should prove that I resigned to mediocrity, or simply pass some limited to the specific facts.

In order for a society to function, individuals must be productive members of that society. This is accomplished through education. The philosophy of education is determined by society. As society changes so does the concept of education.

In this piece of his writing, Freire focuses on the correlation between students and teachers. He talks about how this relationship is handled incorrectly, using what he calls, the banking concept of Education. This concept consists of the teacher simply depositing information into a student in a very lifeless manner, similarly to how a person would deposit money into a bank account. Freire argues that students are seen as objects rather than humans; the fact that students are viewed this way, really limits their creativity and reduces their sense of individualism. I concur with Freire; a lack of creativity can reduce future innovation. Reducing innovation would lead to a halt in progress regarding various aspects of society.

Amongst the many topics debated in education circles, it is easy to forget the choice of what we teach and why is of paramount importance. Critical reflection on the relevance of educational philosophers, both past and present, is essential to understanding curriculum choices. With regard to these statements, I wish to apply to this program as a result of a strong professional and personal interest in philosophers of education. More specifically, gaining a deeper understanding of behavioral and functional psychology in education can enhance my current work in many ways. The theories of philosopher’s such as William James have direct implications in my work. For example, by considering the role of acquisition and association of ideas in teaching and learning, I would be broadening my overall knowledge. Additionally, understanding the impact of interest, attention and memory on learning are key components that would enhance my teaching abilities and benefit my students.

As educators, we need a foundation for why we want to teach, where students with different disabilities fit in that foundation, a rationale for how we teach, and a principle that keeps us striving to be the best educators we can be. The purpose of this essay is to point out what I believe the foundation, student location, rationale, and principle are for why I want to become a teacher.

Writing my educational philosophy has required me to do an extensive amount of personal research that has taken me on some wonderful, inward journeys over the past few months. Voyages through my cognitive and behavioral personas from the beginning of my educational endeavor back in 1992 up until the present day. I have been digging diligently through my archives pulling out old papers I composed regarding my initial views toward education. I have reflected on my days in the writing center at George Mason University as a composition tutor. Plus, I evaluate myself in the classroom now as I teach at the local community college as well as in the local junior high and high schools for my student

My philosophy is that teaching is building lifelong habits so students have the skills, knowledge, and motivation to be successful learners. My role as a teacher is to engage students’ interest in learning, to create a supportive learning environment, and to provide resources for all students in my classroom. My relationship with students is one of encouragement, structure and patience. I encourage all students to be actively involved in their learning and I use a variety of methods to encourage discussion and interaction. Some methods I frequently use in my teaching are questioning techniques, gradual release of responsibility (I do, we do, you do), educational protocols like pair-share, and incorporating the use of technology with students. In creating lesson plans, I consider students’ developmental needs and learning styles.

Freire helps me to achieve success because he talks about education in his article “The ‘Banking’ Concept of Education”. He emphasizes that we need to express our ideas and no repeat every thing our teachers say because we lose the ability to think of what is around us. We are human beings with the capacity to use our voices and say what we believe no matter whether it is right or wrong. Freire states, “Liberating education consists in acts of cognition, not transferrals of information. It is a learning situation in which the cognizable object (far from being the end of the cognitive act) intermediates the cognitive actors- teachers on the one hand and students on the other” (249). Fraire point is that teacher and student can learn each other when both express

John Dewey once said, “Education is not preparation for life; education is life itself." He is conveying the idea that learning is an active process, that should occur to enhance one 's living and understanding thereof. When one only views education as a temporary matter, that person misses the big picture and fails to grasp what life genuinely is. Paulo Freire believes in having the opportunity to discover for oneself all that the world has to offer, with the slight guidance from a teacher. He also says, “Education must begin with the solution of the teacher-student contradiction, by recoiling the poles of the contradiction so that both are simultaneously teachers and students.” Freire introduces the idea that we are all obliged to learn from each other, that no one person is ever higher in the world of education. Although some might have studied for longer, or been exposed to certain subjects at a greater depth, we all can learn from another 's perceptions and life experiences.We all have a unique perspective on things, and teachers should allow us to discover and interpret for ourselves.

Educational philosophy varies person to person. I have the opportunity in my practicum to not only see one, but two educators with philosophies much different from my own. Now, understanding that one of these educators is in her final stages of her educator program, I will still refer to her as an educator in this instance. I feel she is making a big impact on these kids, weather good or bad is out of my hands, but she definitely makes the dynamics of the class room unique. Mr. Sam (teacher) and Miss. Jane (student teacher) are definitely essentialists with a little bit of perennials thrown into the mix. Now, the thing I find most interesting about them is how similar they are, so when I refer to them as not individuals, this is why. I myself, am more of a progressivist, and I find in my observations I don’t plan on running my room the same way.