Styles of Teaching: Banking Concept vs. Problem Posing Essay

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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 to…show more content…
He shows us how his appreciation for learning took him places in life most people never achieve. My personal input into this argument in my experiences in both “banking concept” style classroom and a “problem posing” style classroom. I find that most people, including myself, benefit from communication rather than a one-way receiver. Seeing as how the essay, “The Banking Concept of Education,” written by Paulo Freire sparked this argumentative essay I felt it appropriate to show his side of this argument first. Freire points out “Knowledge emerges only through invention and re-invention, through restless, impatient, continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other” (pg. 260). This quote shows that Freire feels that learning can only be achieved by communication with others and such type of learning cannot be achieved through the banking concept. In the banking concept people cannot invent or form any type of knowledge because they are simply being told the facts with often little proof to back these facts. The problem posing style of education allows the students to be the teachers and communicate their knowledge with others. “Yet only through communication can human life hold meaning” (pg. 263). Freire also said that: Through dialogue, the teacher-of-the-students and the students-of-the-teacher cease to exist and a new term emerges: teacher-student with student-teachers. The teacher is no longer

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