The Education Concept Of Education

Andrew Simmons published his article for The Atlantic, “The Danger of Telling Poor Kids that College is the Key to Social Mobility” on January 16, 2014, which raises his concerns that higher education is only being promoted as an opportunity to increase their economic status, when it should be an opportunity to experience an education (Simmons). Through the use of students such as Isabella, Simmons disagrees with the way students now look at higher education and blames the educators through the students’ lives for this view. Instead, Simmons views education as an intellectual opportunity rather than a way to elevate ones economic class which is all people see when they see “higher education.” He believes that education, ambition and work ethic is how you have a satisfying life, not with how much you make. He makes the point that when economics becomes the main goal of education it’s all children begin to think about and they might not pursue something that they are truly passionate about or what they want to learn about, which then does not create an intellectually awakening experience (Simmons).

“Knowledge emerges only through intervention and re-invention, through the restless, impatient, continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other” (Freire 217). On the other hand, the problem-method breaks with the characteristics of the banking concept. Arguments based on authority are no longer valid. The students are not the only ones who are being taught. Mutually, the teachers and students become responsible for their development in which they will

The idea of a universal education system is criticized by many, because the idea of giving everyone a chance to prosper, has a detrimental effect on government resources; and the value placed on a post- secondary education, is somewhat diluted. This is wrong though, as people be judged on their academic skills, character and drive above their economic restrictions. The finances which a young person is born into, should not determine the life and career which they have. It has been shown that a college education increases a person’s earning power, but this education is contingent on money, which dictates your chance of achieving a recognized education. This is against the ‘education gospel’ which supports the idea that schooling should be for everyone, and that the more people who are educated, the less prejudices there will be in society. Education is universal, but post-secondary education, and one which leads people to positions of power and influence, is not. It is for the select few, of whom have the finances and opportunities to prosper that other, more underprivileged people do not, and that needs to change.

Aristotle said, “Educating the mind without educating the heart is no education at all.” What does it really mean to be educated? Many people thought that they knew what education meant, even I felt confident in myself to define education. However, the ideas discussed in class really made me question my definition of education. My definition has changed within the past few weeks as I discovered more about education. I am here to present my definition of education; with the lack of resources, one can still become educated by learning the unknown and putting your knowledge to good use.

“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

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

In both “The Banking Concept” by Freire and “The Achievement Desire” by Rodriguez resemble each other in some points but differ in others. Despite the similarities or differences in both text the conclusion is the same-education can make a person who he/she can become. In Freire and Rodriguez’s text they state that education is vital for success. Although in some ways the Rodriguez’s essay proves everything that Freire states about education in his writing and how he would portray Rodriguez’s experience in being the “scholarship boy”.

Education has undergone many rhetorical and definitional changes since its creation; the explicit purpose of teaching the masses, particularly in the framework of public schooling, has varied from culture to culture. At its core, though, the aim is simple: to efficiently construct productive members of a society. This effort has to encompass so much of the values of said societies that it becomes impossible for educational institutions to avoid the influence of larger institutions. Within these constraints comes the effect of social reproduction. This institutional byproduct of education rooted in societal values guarantees that students who come from lower income backgrounds are fated to experience this existence as adults, whereas students from higher income families have the advantages to follow in the footsteps of their parents. Without deeply studying and working to reverse social reproduction, our current educational system is the story of history repeating itself.

Education has been a topic of discussion in society for a long as civilization has been around. The way our children are taught has been an everlasting argument filled with people who believe their way is the correct way. Everybody seems to have an opinion about how schools should be run and how things should be taught. Three authors; Paulo Friere, Richard Rodriquez, and Mary Louise Pratt all wrote pieces that give their opinion of the correct way to run the way our children are taught. Paulo Freire, which is the author of “The banking concept of Education” believes that way students are being taught is totally wrong. Freire describes the banking education one where students are just waiting to be told information by the teacher and they will

Our educational system in the United States is faulted, students are going to school to be educated and leave not understanding what they learned, or why they learned it at all. Students ask teachers often “Why do we have to learn this?” and the teacher’s respond by saying “You need to learn this because it will help you in the future.” While learning basic math and terminology will help students in the future it will not encourage us to want to know more about the world we live in. In Paulo Freire’s “The Banking Concept of Education,” he talks about what is wrong with the current state of our education, as well as a solution to the problem our educational system faces today. Education is a very important factor in each and every single persons life, if we see that our educational system is failing us we should want to find a solution.

Coates experiences the banking concept while he was in school. Coats tells us “ I got a teacher who simply handed us the book and told us to go to it, and saved the lectures on hamartia for after we’d learned the appropriate text” (Coates 84). This was an example of when Coates was a junior in High School. Coates gives another example of the banking concept when schools started to introduce technology into the curriculum. Coates shares his experience of being in the computer lab for math, “We were using it the same way we use pen and paper - a teacher at the front of the class and all of us following along” (Coats 84).

In “The Banking Concept of Education”, written by Paulo Freire, the author analyzes the modern day education system by comparing students to “containers” or waste receptacles that are meant to be “filled” by the teacher, or the depositor. The idea that teachers are meant to teach and students are only to listen is the main problem is today’s society. The concept is that a teacher is deemed more reputable “the more she fills the receptacles” while students are better the more they “permit themselves to be filled” (Freire 1). In turn, the “banking” concept of education is born suggesting that education becomes only an act of depositing instead of communication between both students and teachers. When students are denied their creative freedom,

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,

When asked if a nonfictional work such a Paulo Freire’s, “The ‘Banking’ Concept of Education” (1968) is one which continues to bears relevance to modern times, one might be immediately curious as to which time it was exactly that a generally unhelpful and unfair caricaturization of the entirety of education was enormously relevant. I am altogether unsure at which point between 1968 and today the inquirer is referring to, this time unquestionably having a great need for a framework that dichotomizes arbitrarily the relationship between countless millions of individuals as a painfully transparent means to cynically serve certain ideological motives. But seeing as though the question is loaded with this presupposition, I shall not pursue the point

Banking and Problem Posing EducationWhen Professor Ben Miller was an undergraduate student, he studied philosophy at Boston University. He was interested in investigating big ideas and challenging questions related to existence, questions like: What is the proper way for one to live? What is happiness? Should one be an Artist-Warrior as the philosopher Nietszche says. For one particular class, Professor Miller had a very imposing, difficult professor, Professor Stanley Rosen. One day as Professor Rosen was returning papers to the class, he remarked—in not a nice way—that none of the students in the class really knew how to read or write. He said it nastily enough that Professor Miller remembers one girl in the class started crying. For Professor Miller, hearing this assessment represented a moment when he began