Freire Banking Concept Essay

Paulo Freire, The Banking Concept Of Education

Paulo Freire, a leader in literacy studies as well as a believer of progressive teaching, is against the education system he classifies as the "banking concept of education". Instead, he supports the idea that education should be a collaborative process in which teachers and students work together and think critically. From the text, "The Banking Concept of Education", Freire classifies the banking concept as, "an environment where teachers are the narrators and the students are the recorders" (259). Freire has also proposed a new solution in his text called the problem-posing education where the teacher and student become one, "Each teaches the other and both have the chance to think critically as well as give one's interpretation of the subject"(266). However, both systems are not perfect and therefore both have advantages and disadvantages in the education system.

The banking concept of education has a large amount to criticize and I suspect especially from Freire himself. Freire describes the method of teaching where "the teachers directly fill the minds of their students with information and the student themselves accept it without any questioning as oppressive" (260). To put it differently, the teacher informs, and the student listens in return. The students are not allowed to challenge the authority and the credibility of the teacher. Therefore, students have no freedom or active participation in education and the exchange of information is one-way. As I see it, this is generally, what people call spoon-feeding. In addition, Freire explains, "Those truly committed to liberation must reject the banking concept in it entirety, adopting instead a concept of men as conscious beings, and consciousness as consciousness intent upon the world" (261). This suggests that Freire feels the banking concept leads to an unresponsive mind that stands in the way of society's expression and freedom. This is obviously against the principle of most people in this society, which emphasizes and prides itself on freedom of expression or speech. He also adds, "In sum: banking theory and practice, as immobilizing and fixating forces fail to acknowledge men as historical beings" (264). To put it differently, he feels that the banking concept fails to recognize men as the ultimate being in this world, which is capable of unparalleled heights. With the banking concept, men's achievements are disadvantaged resulting to a backward society in the future. Thus, Freire concludes that there is no advantage to the banking concept of education and that it is never useful.

There is, however, a time in which this type of teaching is necessary and useful. The act of recording, memorizing, and repeating phrases may have its advantages in certain...

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Paulo Freire's The Banking Concept of Education Essay examples

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Paulo Freire's The Banking Concept of Education

In his essay “The ‘Banking’ Concept of Education”, Paulo Freire condemns the current beliefs about education, and argues strongly to support his own, new, and somewhat radical ideas about how he believes education should work. It is clear from his writing that he wishes to convey very strong feelings in this essay. At the very beginning, after a very brief description of the “current” education, he states that “education is suffering from narration sickness” (212), and later continues to say that in our current system “[words] become a hollow, alienated, and alienating verbosity” (212). These statements, especially at the very beginning of the author’s analysis, convey an amount of…show more content…

He accomplishes this with much fanfare, denouncing the “banking” concept as much as possible to gain advantage in the readers’ minds with his new revolutionary concepts.

Only in the end of his essay does Freire focus more on his own system, and explain its privileges without resorting to the faults of the currents system, but even then he uses the latter tactic several times. The essay ends on a political note, calling the new revolutionaries to realize what the name they call themselves means, and to change the current ways not only on the outside, as they have done before, but also internally to make radical changes to their philosophy and their ideas about education. This concluding device stirs up some doubts as to the point of the whole essay. It might seem from the author’s concluding point that the underlying purpose of the essay was not to expand on the more beneficial ways of education, but to criticize the ways of political leaders in his, or some other country. Nevertheless, the rest of the essay shows little evidence of such a plot, and this point is at best marginal.

One of the passages that is impressive in its ability to appeal to the reader uses a few unique techniques. Some are the introduction of new concepts where “the teacher-of-the-students and the students-of-the-teacher cease to exist and a new term emerges: teacher-students with students-teacher” (218). Here the author uses new words that he invented himself to

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