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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.
, Freire passionately expounds on the mechanical flaw in the current system, and offers an approach that he believes medicates the learning-teaching disorder in the classroom.
The flawed conception, Freire explains, is the oppressive “depositing” of information (hence the term 'banking') by teachers into their students.
Instead of communicating, the teacher issues communiqués and makes deposits which the students patiently receive, memorize, and repeat.
This is the "banking" concept of education, in which the scope of action allowed to students extends only as far as receiving, filing, and storing the deposits.
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.
The banking concept is “ a gift bestowed by those who consider themselves knowledgeable upon those who they consider to know nothing'; (Freire 213).
The goal of the ‘banking’ concept is to deposit as much information into the students as possible.
What Freire means by this is that the banking concept imposes a schism between a person (teacher and/or student) and the “real world”, resulting in the evident demise of his or her true consciousness, since the former can only be realized through the relationships and connections the individual draws from the material to their life.
In this view, Freire claims that by assuming the roles of teachers as depositors and students as receptors, the banking concept thereby changes humans into objects.