New York: Glencoe/McGraw-Hill, 2006. 553-56. Print [ 5 ]. Rees, Laurence. Auschwitz: A New History.
In his essay, The "Banking" Concept of Education, Paulo Freire basically states that education is simply just a teacher who lectures all class period, filling the student's memory with information, and he or she merely accepts that the information is correct. Students are not to challenge the teacher; hypothetically, they are to follow the teacher blindly. Freire informs us of two completely different concepts of education. Throughout the essay, Freire questions the "banking" concept, but still provide equal and fair support for the concept. However, in the essay, he nearly proposes that the concept of "problem-posing" is the solution to satisfy both teacher and student.
Cockcroft, R. & S. (2005). Persuading People-An Introduction to Rhetoric. New York: Palgrave Macmillan. 4. Chilton, P. & Schaffner, C. (1997).
Thus, the teacher is making a “deposit” into the “bank” or mind of the student where the information sits accordingly. Secondly, Friere elaborates on what he calls “problem posing education”. In this process of education the traditional roles applied in banking education disappear whereas, it is no longer the teacher directly lecturing the student and the student having a passive role in the classroom. Through different classroom interactions the teacher is not the only one who teaches, the students contribute to the teaching and the student isn’t the only one learning, the teacher comes to learn as well. Instead of static learning, the student will,” feel increasingly challenged and
“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 communiques and makes deposits which the students patiently receive, memorize, and repeat. This is the "banking" concept of education, in which the scope of action allowed to the students extends only as far as receiving, filing, and storing the deposits” (Freire, 1993, para. 5). The education system isn’t allowing students to utilize their brains for thinking but only for memorizing.
Freire compares this type of system to that of a banking process. When explaining how education compares to the banking process, Freire says, "Education thus becomes an act of depositing, in which the students are the depositories and the teacher is the depositor" (244). He also argues how students are taught in a way where they cannot question how and why things are the way they are. His argument relates to how society is raising children, who are our future. If students are told what is right and what is wrong, they learn to accept these facts and in this type of education, they learn not to ask why.
Print. Galbraith, John Kenneth. "The Dependence Effect." The Affluent Society. Boston, MA: Houghton Mifflin, 1958.
“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 communiques and makes deposits which the students patiently receive, memorize, and repeat. This is the "banking" concept of education, in which the scope of action allowed to the students extends only as far as receiving, filing, and storing the deposits†(Freire, 1993, para. 5). The education system isn’t allowing students to utilize their brains for thinking but only for memorizing.
Pedagogy of the Oppressed: The Banking Concept The banking theory is a groundbreaking notion that was introduced by Paulo Freire in his book the Pedagogy of the Oppressed. He uses this theory to describe the state of education in modern times, which involves the lack of innovation in an environment where students are force fed facts to later regurgitate them on demand. His theory brings to light serious flaws in the modern world of academia. He also suggests an alternative education system called problem-posing education, which encourages critical thinking amongst students and teachers. This essay will explore Freire’s theory to a deeper extent and show that the theory he developed is still very much relevant in the 21st century.
New York, New York: MacMillan Publishing Company. • Stiggins, R.J. (1994). Student-Centered Classroom Assessment. New York: Merrill • Good, R. H., & Salvia, J. (1988).