Pedagogy of the Oppressed

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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. It will indicate how this practice has shaped several ideologies and hegemonies within society. The evidence will emphasize how the lack of critical thinking and innovation in academic institutions today can put a serious strain on a student's true potential. It creates a society where ideologies are no longer questioned, simply accepted. By comparing the deficits of the banking concept with the benefits of problem posing education, this essay will present the possibilities of a new liberating education system where teachers and students learn from each other. The relevance of the banking theory today and its effect on society is evident in the James Keegstra case; whereas the benefits of problem posing education have been exemplified by Greek philosophers and a campus wide anti-sweatshop movement. In critique of the banking concept, Freire suggests that “the scope of action allowed to the students extends only as far as receiving, filing, and storing the deposits” (58). Evidence of this is still apparent in today’s educational systems. Teachers control what the student will learn, through what method he/she will learn it and what they

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