Paulo Freire The Banking Concept Of Education Essay

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But, according to Freire, a “liberating” educational practice (his problem-posing method) negates the unconsciousness of those in classroom roles, and no false intellectual stimulation can exist within that practice.

On the contrary, in case, the student is responsible for understanding the material one way or another depending on what style the teacher adapts, even if the content is un-relatable to the students’ lives.

One possible alternative to the banking model is the problem-based learning model (similar to what Freire called problem-posing education), in which students are encouraged to think and actively solve problems presented to them by the teacher.

Through Freire’s “ The Banking Concept of Education,'; we see the effects this concept has on it’s students and also we see the effects that the alternate concept, problem-posing has.

We can see that both ideas are similar and both were harmful to the human mind.

While ‘banking’ poses the threat of creative growth and power, Marxism, which applies Marx’s ideas to learning in a communistic way, it creates the threat of never being able to learn.Freire states: "Implicit in the banking concept is the assumption of a dichotomy between human beings and the world: a person is merely in the world, not with the world or with others; the individual is a spectator, not re-creator.In this view the person is not a conscious being (corpo consciente); he or she is rather the possessor of a consciousness: an empty “mind” passively open to the reception of deposits of reality from the world outside" (247).The ‘banking’ concept allows the students to become vessels of knowledge, not being able to learn at a creative pace.By using communism, seeing through how education is taught in the classroom, it is parallel to Freire’s ‘banking’ concept.To alleviate this “dehumanization” produced by the banking concept, Freire introduces what is deemed as “problem-posing education”.In this approach the roles of students and teachers become less structured, and both engage in acts of dialogic enrichment to effectively ascertain knowledge from each other.Humans (as objects) have no autonomy and therefore no ability to rationalize and conceptualize knowledge at a personal level.And because of this initial misunderstanding, the method itself is a system of oppression and control.This model views education as a specific body of knowledge that is transmitted from the teacher to the student.It emphasizes teacher-centric learning where students are passive absorbers of information and that the purpose of learning is memorization of facts.