Freire speaks on what Rodriguez was going through at the early part of his schooling. Freire writes “This is the “Banking” Concept education, in which scope of action allowed to the students extends only as far as receiving, filing , and storing the deposits.”(Freire244)) Freire saying that Rodriguez memorizing and imitating the teachers every move and announcement the teacher said that he was a victim of his own schooling. When Freire says, “filed away through the lack of creativity, transformation, and knowledge” By memorizing and repeating everything the
To that of the ‘problem-posing concept’- which allows for dialogue between the student and teacher. Students can ask questions, voices their opinions, students are allow to become a huge part of the investigation process within the given assignment. The teacher; allows him/herself to become a student as well, learning from the students as well. Freire, talks about how the “banking concept” is more oppressive and one-sided, than that of the “problem-posing concept”. My understanding of this essay is: What make us all human is our ability to think on our own, using our minds to understand our situations, interact with our surroundings, and to make decisions concerning our daily lives.
After reading and watching all three passages, one can make the conclusion that there are many different methods towards education and interpret which method Rodriguez was taught. The types of relationships Rodriguez had with his teachers, family and in life was affected by specific styles of education and as he looked through Freire’s lens of the banking concept, he came to realized that that method of education had a detrimental effect on his life. Early on in Rodriguez’s essay he illustrates the characteristics of an automaton which confirmed Freire’s views regarding the banking concept. Despite his definition of a “scholarship boy”, Rodriguez lacked self confidence which led him to be overpowered by his teachers and his books. Through Freire’s lens, Rodriguez would be considered a waste basket.
Bla** Sil**** Freire and Pratt’s Ultimate Individuality In the readings “The Banking Concept of Education” by Paolo Freire and “Arts of the Contact Zone” by Mary Louise Pratt, both authors bring forth the concept of the importance of individuality that is granted by the literate arts. The literate arts are important because in order for life to hold meaning there needs to be communication. Freire’s problem-posing education and Pratt’s contact zone education are very similar and both promote critical thinking and want to abolish the passive ways of the banking system. Students are now more conscious of their roles in the education system as the problem-posing and contact zone methods allow them to take on an even bigger role in their own education. In Freire’s and Pratt’s writings they share similar concepts about education through contact zones and problem-posing education, practices of each concept they have directly been apart of and criticism against the banking system which are having a huge impact on the modern education system today.
This is what Freire calls the educational banking system. The banking concept of education, which is what teachers have pretty much been trained to do, robs students of the opportunity to think for themselves and instead instills in them a pre-conceived idea, fact, or theory. I am honestly making it sound a lot simpler then what it really is. The way in which we think of the teacher-student relationship is wrong. It is a relationship where one is the superior and the other is the oppressed.
Freire and Rodriguez According to dictionary.com education is defined as, “the act or process of imparting or acquiring general knowledge, developing the powers of reasoning and judgment, and generally of preparing oneself or others intellectually for mature life.” In Freires essay, “The Banking Concept of Education,” he explains two different concepts of education. The first one being the “banking method,” and the other “problem-posing.” The Banking concept is a type of education where there is strictly a teacher who states facts and feeds it into the students memories. In this type of education, the student does not benefit strongly because they aren’t understanding the things the teacher is sharing but only memorizing the information. In the problem- posing method the teacher creates a warm environment in the classroom. She does this by creating discussion about topics and reminding her students that she isn’t the teacher but is a student of the class as well.
<BR>Are boys and girls treated differently by the teacher in classroom situations? This is a question that has frustrated many psychologists and educators. In many cases, I think gender does play a significant role in the education process. Teachers may unconsciously give more attention to the boys in a classroom. Peggy Orenstein proved this in her essay, "Learning Silence: Scenes from the Class Struggle," in which she did field research in junior high schools interviewing and observing the interaction of teachers to their students.
The Impact of Educational Experience The political implication in classrooms can be concluded as the teacher has the power and the student is there to learn. This gives the teacher the most power and influence over the student’s educational experience. Paulo Freire, in “The ‘Banking’ Concept of Education”, believes that students are suffering from narration sickness and information is being thrown at students only to receive, memorize and to “deposit” information, which results in receiving the this information without applying it into the real world. He also states that the banking system of education does not allow the student to become critical thinkers. That myth In Richard Rodriguez’s memoir, “The Achievement of Desire,” he states that he was known as what Richard Hoggart’s definition of the “scholarship boy,” which is the way he describe himself as a student who constantly struggles with balancing his life between family and education.
U.S. student’s aren’t being pushed hard enough and are just getting by through high school, with the help of The Banking Concept of Education and The Achievement of Desire we can make a change in the student’s education and attitudes towards wanting to be successful in life. Through Freire’s lens, Richard Rodriguez would be seen as a banking student, but could later be seen as a problem-posing student throughout the course of his life; in the eyes of Paulo Freire, Rodriguez was considered a receptacle which he did not actually understand the knowledge he absorbed as for Two Million Minutes they state that students in the United States have more fun than they do and are pushed harder to do better in school; they are driven from the time they are in first grade to strive to be the best. Freire and Rodriguez feel that education itself lends people to either "achieve" greatness or fall into the majority of "bankers." This is a concept in which “the scope of action allowed to the students extends only as far as receiving, filling, and restoring the deposits” (pg.4), alludes to how the students are impersonal, inanimate objects who store information without applying it to the world. "The Achievement of Desire" by Rodriguez and "The Banking
One of the major reasons why schools and colleges overlook the intellectual potential of street smarts is the fact that we associate those street smarts with anti-intellectualism. Regarding the topic of intellectualism, there seem to be two schools of thought. On one hand, many people believe that in order to be an intellectual individual, one should read, write, and discuss great literature and other aspects of classical education. On the other hand, there are those who believe that reading, writing, and discussing various topics that are not usually identified as “intellectual” such as cars and sports are in fact just as impressive. Graff argues that intellectualism is good, and that schools ought to encourage learners to read, think critically and write about their fields of personal interests like fashion, music or cars.