Paulo freire banking concept education essay

Paulo Freire “The Banking Concept of Education” Essay Sample

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Paulo Freire “The Banking Concept of Education” Essay Sample

“The Banking Concept of Education” was invented by Paulo Freire in an attempt to describe the implications of the contemporary educational system. Much criticism has been addressed towards this work; much truth the work has also revealed. It is difficult to argue, whether the author was totally right or wrong – his assumptions have solid practical bases but can also be debated. However, it is still interesting and useful to review Freire’s arguments as for what banking education is.

The Banking concept of education

The essence of the banking concept of education created by Freire is in the fact that students do not acquire and use knowledge to analyze; the knowledge instead is simply deposited into them by the teacher. This process if viewed by Freire as the means of hindering creativity in education in general. “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). Of course, one may argue that we ourselves are the creators of our education, and our knowledge. However, initiative in education is not always applicable, especially when the educational environment does not allow any creativity, as Freire tries to persuade us. Thus, the author of the banking concept in education tries to prove that ultimately, students cannot transform the deposited knowledge, as they are not taught to apply their transformational skills.

“In the banking concept of education, knowledge is a gift bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing” (Freire). As a consequence, Freire speaks about “banking” teachers as oppressors, referring to the present educational system as “oppressing”. The knowledge has always been the process of inquiry, but the banking approaches in education change these ideas, and make education similar to the oppressing ideologies: the teacher represents himself as opposed to his students, and they do not have any choice to change this or to escape this opposition. In the banking concept of education, students have to take their teachers for granted, and as people who know everything, while the students know nothing (Freire). The major contradiction of the banking education Freire depicts in the list of ten attitudes and practices of conventional education.

We have already mentioned the two of these attitudes, when the knowledge is merely deposited into students, and when they are accepted by teachers as knowing nothing. Freire assumes that in his approach towards education, “the teacher thinks and the students are thought about” (Freire). However, it is difficult to understand here, in what way the students are being thought of and how it relates to the discussed theoretical framework. Does this mean that the students are thought about as merely the depositaries of knowledge? This assumption can be correct in the light of the already discussed issues. “The teacher talks and the students listen – meekly; the teacher disciplines and the students are disciplined” (Freire). Obviously, the oppression about which Freire speaks is also reflected in the fact that students are not taken as the reasonable objects that are capable of analyzing and transforming this knowledge. The oppression is noticed in the situation, when the students are not only constantly disciplined by their teachers, but when they also have to comply with the choices enforced by the teacher (Freire). Many of us remember the situations, when we had to work on the topic chosen by the tutor without any possibility to discuss or change it. Despite the objective striving of the present educational system towards flexibility, the number of “oppression” examples is too large to make this “flexibility goal” at least closer.

“The oppressors use their “humanitarianism” to preserve a profitable situation. Thus they react almost instinctively against any experiment in education which stimulates the critical faculties and is not content with a partial review of reality” (Freire).

The essence of these oppressors should be properly understood, and Freire makes special emphasis on this understanding: the oppressors (teachers) tend to change the consciousness of the oppressed (the students) and not the situation, which is called as “oppressive”. The oppression to creativity – this is the basis of the banking approach in education; Freire describes a simple example in adult education: “students will never be proposed to critically consider reality” (Freire). Beyer is very informative in how he analyzes Freire’s concept: “Freire believes this is a form of oppression in that students cannot experience the world as they wish but instead are forced to view the world in a manner that is approved by those in power” (98).

Freire creates a distinct opposition between the banking education and problem-posing education. He evidently supports problem-posing concept for its capacity to resolve the contradiction between the teacher and the students, when the teacher takes the position superior to that of students: “the teacher is no longer merely the-one-who-teaches, but one who is himself taught in dialogue with the students” (Freire). Thus, the problem-posing education is the expression of Freire’s ideas as for what education should be and what form it should take. Education should not take the mere form of someone being taught by somebody who pretends he knows more; education should be created in the process when the teacher’s authority is no longer valid. As a result, the processes of education and development take place in constant interaction between the students and the teacher.

It is possible to suggest that Freire has gone beyond the traditional limits of discussion within the topic of education. “He is also arguing that the mode of relations between teacher and student are important shaping relationships for how to be toward each other as humans” (Beyer 103). We ourselves have become the witnesses of the situations, when teachers tended to emphasize their superior position towards us. We also know how it hurts to understand that the teacher does not take us as equal. This may become a serious obstacle on the way towards understanding between the teacher and the student, and as a result, on the way towards effective education.

Permanence and change are also used by Freire as the two determinants of banking and problem-posing education:

“The banking method emphasizes permanence and becomes reactionary; problem-posing education – which accepts neither a “well-behaved” present nor a predetermined fixture – roots itself in the dynamic present and becomes revolutionary” (Freire).

Thus, permanence and change are the two basic determinants, one of which (permanence) determines banking education as oppressive towards change and creativity, and the other one (change) is the basic feature of beneficial problem-posing education. The striking difference between the problem-posing and the banking concept of education is in the fact that, as Freire puts it, the banking concept does not allow the person thinking of his situation critically. It rather imposes fatalistic perception of any life situation. The problem-posing approach, on the contrary, represents any situation as a problem, which needs analysis and solution. It is doubtless, that the banking concept is the expression of the educational oppression against those who seek creativity and personal development.

Freire’s work is interesting in terms of clear identification of the issues, which do exist in contemporary education. Despite the fact that Freire sometimes uses rather radical terms, his initial aim was to represent the current system of education as it was. Moreover, even understanding that we tend to introduce flexibility and problem-posing approached into education, there is still much to be done in order to totally eliminate banking approaches in education.

Beyer, L. E. & Apple, M. W. The Curriculum: Problems, Politics, and Possibilities. Albany:

State University of New York Press, 1998.

Freire, P. Pedagogy of the Oppressed. Chapter 2. 1993. Webster Philosophy Department. 17

Paulo Freire’s “The Banking Concept of Education” Essay Sample

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Paulo Freire’s “The Banking Concept of Education” Essay Sample

In Paulo Freire’s essay on “The Banking Concept of Education,” he is a firm believer of advancement in today’s teaching. He splits the means of education into two distinct societies, the revolutionary and the oppression. Freire criticizes the current values of education, and argues to support his own, radical ideas about how he believes education should work. He compares education to the banking system and by doing so he is establishing his own methods and systems on how to make the education system better in our world today. In his essay, Freire’s arguments against the education system have been made quite clear by addressing actions that need to be made to better the future of our society.

At the beginning, he states how our current education system is very orderly and how the teachers are the “narrating” subjects and the students are “listing objects” not knowing how to think or act in the world today (Freire 318). He believes, “education is suffering from narration sickness,” and that, in our current system, words “become a hollow, alienated, and alienating verbosity” to the students (318). He strongly tells the reader how education is transforming into a memorization game. He states how a student will record and repeat for the teacher, however, they will not gain the true knowledge that will help them later in life. He calls this process “the banking concept of education” (319).

Paulo Freire is saying that the teacher — student relationship is poor because of the fact that the teacher is just narrating about the subject of which the students are just listening and are not really involved. Freire states that as the teacher is narrating, the students have troubles understanding the narrations because of the words that the teacher speaks are somewhat foreign to them. Freire makes a valid point as he modernizes this interaction by comparing it to using the banking system. He states that “education thus becomes an act of depositing, in which the students are depositores and the teacher is the depositor” (319).

This act of “depositing” turns the student’s mind into “receptacles” to be filed away. He indicates that through this system students lack a sense of creativity and knowledge of the world around them. He explains that knowledge is the basis to our understandings and discoveries that man invents and develops every day. Without this sense of knowledge or the drive to learn we would be left with nothing new and everything would be left undiscovered. His argument of education begins here because without a good system of education our advancement to the future is at stake.

He uses the metaphor “deposit” to represent the manner in which information is bestowed to the students. His idea that the students are an “empty vessel” is at the core of the banking concept where the curriculum does not take into consideration the needs of the students as libertarians, the means by which men and women deal with reality in either a critical or creative way. He makes this point because in education today the information is chosen by the educator as the “depositor” and “deposited” into the student; “the scope of action allowed the student extends only as far as receiving, filing and storing; which the students patiently receive, memorize and repeat” (319). The more a teacher does this to his students the more reality is taken away from them to learn the true meanings of life. This can be related back to Freire’s argument against the education system, because one can only memorize things for so long, after that one will lose his true purpose in the world.

To go against the system of education Freire has established new methods to turn the idea of education aroundThe method of education that Freire asserts as an alternative to the banking concept is to encourage students to question and pursue the world. He calls this his “problem-posing” method on education (325). This change in focus is facilitated by a shift in the student-teacher relationship; the student learns from the teacher, and the teacher learns from the students. This is a relationship where all points of view and are examined and respected. The objective of this educational pattern is to “develop the power to perceive critically the way a person exist in the world, with which and in which they find themselves; they come to see the world is not as a static reality but as a reality in process, in transformation” (328). Without the development of this power, man cannot experience his true vocation in life.

In his method he also states how many do not pursue their interests or explore the world. He calls this group of people the “oppressor society” (325). In this solitary society many are left being at the receiving end in the containers, and many educators come in to control the lives of the oppressed. They are the humanized form of the “the banking concept.” However, Freire states how there are the select few that escape out into society and pursue the world around them. They would be considered today’s inventors and leaders who change the lives of many. He calls this group the “revolutionary society” (325). They are the ones that communicate with the world and reject the oppressors. He brings up a good point by saying how education will later split the population into two. Some will be thinkers who take their own paths and others will be followers who do actually what they are told to do.

Communication is the key to the success in our education. Based off of the methods and concepts that Freire has come up with he would agree with this statement and how it affects our learning and growth of knowledge. He states how “one must seek to live with others in solidarity” and how one must think for themselves and not relate back to his pupils. They do this by a system of communication. An educator of any kind must think for themselves and not for their students. They need to know the true feelings of their students to see if their ways of teaching are either helping or damaging the student’s understandings of the real world. Thinking for oneself connects to reality and how memorizing what the teacher stated will only get you so far in life. To break this “banking concept” the students and the teachers need to communicate and interact with one another for the both to succeed in reality. With the help of communication society can act more librated inside the world that we live in today. According to Freire’s methods and his beliefs, communication is the key to success in both the system of education and in surviving in the world that we live in today. Freire’s methods all come to agreement with the system of communication.

Freire writes this from first hand experience about important issues in education. He covers ideas from the “banking concept” and student-teacher relationships to revolutionize through communication and the effects educational systems have on the concept of liberty. By doing so he establishes his own structure and technique to make education of today better for our world tomorrow. He believes that “no one can be authentically human while he prevents others from being so” (330). This quote illustrates his humanity and his motivation to see education serve not only the “oppressors”, but humanity as a whole.

1.Freire, Paulo. “The Banking Concept of Education.” Boston, Massachusetts, Bedfor/St. Martin’s: 2006. Pages 318-331.

Paulo freire banking concept of education essay

In this instance Maslows theory of self actualization should be given consideration. If the student body is primarily. C onscientiza o: According to Freires translator, The term, conscientiza o, refers to learning to perceive social, political, and economic contradictions. Paulo Freire. Word Count: 1306; Approx relationship through two entirely different types of education, the banking concept of education and Essays Related to.

Paulo Freire Banking Concept of Education — College Essay. Paulo Freire considers the banking concept stagnant, lacking creativity, unimaginative and oppressive. The banking concept of education deeply resembles the master/slave relationship. The teacher as master wields all the power (knowledge paulo freire banking concept of education essay continually demonstrating their superiority by assuming students are not knowledgeable. Banking Concept of Education Essays, Paulo Freire: Banking Concept of Education The Banking Concept of Education.

Essay heading: Paulo Freire: Banking Concept of Education. Essay specific features Issue: English Written by: Date added: November 11, 2003 Level: Grade: No of pages / words: 5 / 1159. Was viewed: The student (slave) ignorantly never realizes his own value to the teacher, instead he readily submits to the belief of his own inferiority. Freire writes, The teacher presents himself to his students as their necessary opposite; by considering their ignorance absolute, he justifies his own existence (Freire 6). In Paulo Freire s essay on The Banking Concept of Education, he is a firm believer of advancement in today s teaching. He splits the means of education into two. Professor Clara Gerl EN106 First Year Writing Seminar II. October 30, 2010 Paulo Freire essay, The Banking Concept of Education is an essay to academia calling for change within academia. The population being discussed appears to be the poor and disenfranchised.

Professor Clara Gerl how should a research paper look EN106 First Year Writing Seminar II October 30, 2010 Paulo Freire essay, The short essay on van gogh Banking Concept of Education is an essay to writing an exemplification essay academia calling.

four freire times four is sixteen; the capital of education Para paulo is Belim. Banking Concept of Education Essays, freire states, memorizes, what Belim means. The outstanding characteristic of this narrative education, that is, in this situation the lesson is reduced to a series of empty, paulo Freire: Banking Concept of Education The Banking Concept of Education. The problem freire compounds when the lessons fail to excite and are given without consideration to what is relevant to the student. Not their transforming power. Paulo Freire Banking Concept of Education — College Essay. And repeats these phrases without perceiving what four times four really means, or realizing the true significance of capital in the affirmation the capital of Para is Belim, is the sonority of words, valueless words to be retained for future reference. Then, the student records,

With my style being eclectic, this is a pretty broad statement. I like to take, what I feel are the best ideas, and transform them into my own. I like to think that if given a team, I would be a great manager; being able to bring out the best is my workers. He was tried in a Florida Circuit Court in August 1961. Gideon stated in.

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This style of educating is narrative and lacking interactive concepts. The primary information delivery method is narrative; His task is to fill the students with the contents of his narration (Freire 2). At the other extreme, let’s say you’re that hypothetical English professor, and you speak with confidence and use all of the correct sports-based terminology. You look around at the faces of your audience as you speak and project your voice to the back of the room.