Banking Concept Education Essay Dissertation Writing Expert

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.Therefore students become part of the “real world” believing they know all simply because they were under the impression they were free when they “learned” it.In reality, the students had never discovered what was true for them, and consequently were led to accept an idea and regard it as true without question.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.

Hence this method does not grant the students “liberation”, and their so-called independence is but an illusion.Freire asserted, “If it is true that thought has meaning only when generated by action upon the world, the subordination of students to teachers becomes impossible” (247).What this means is that passive “learning” thwarts true consciousness, which then means no active imagination can be produced in which action is facilitated.For all intents and purposes, the teacher is always an authority, no matter what.However, inherent in the problem-posing method is a two-pronged line of attack, meaning there are two classroom modes within the one problem-posing method.In essence, the Freirian spectrum- with “banking” at one end, pseudo “problem-posing” at the center (which essentially is a form of banking) and genuine “problem-posing” at the other end- mimics the real world in that one is always subject to some degree of authority.The dynamics of those relationships depend on how much each party is willing to give and take, meaning to what degrees the authority renounces their control and the subject allows them.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.If a teacher has a certain premeditated lesson, then there can be no true independence on behalf of the student, because both the banking and problem-posing concepts are anti-autonomous.The “banking concept,” as termed by Freire, is essentially an act that hinders the intellectual growth of students by turning them into, figuratively speaking, comatose “receptors” and “collectors” of information that have no real connection to their lives.

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