Paulo Freire states that there are two different concepts of education. The two concepts
are banking and problem-posing. The banking concept is that the power in the
educational setting belongs to the teachers as they make and enforce policy and
procedure. Problem-posing focuses on the students having a voice and influence of the
educational setting. Freire argues that problem-posing is the superior method of teaching.
Banking involves the students mechanically memorizing the narrated content of a given
course. As Freire theorizes, banking causes students to be “filled by the teacher” with
course material rather than be inspired to learn within the confines of the subject matter.
Freire concedes that students can memorize and regurgitate the things they mentally
register however; the students suffer in the end with a lack of creativity, transformation
and knowledge in a “mis-guided system”. The banking system of education does not
encourage dialogue and suppresses the students individual thoughts and ideas. Through
this system, students are unable to fully develop to their full potential as they are taught
with a cookie-cutter curriculum which produces cookie-cutter results.
In the problem-posing approach to education, students and teachers have an open
dialogue which enables students to comprehend the subject matter as it is presented to
them with the instruct being on an equal level. Problem-posing encourages
communication which in turn brings the student to the subject matter as opposed to
forcing the subject matter on the student. Problem-posing creates a relationship between
the teacher and student where both can learn from each other by opening the lines of
communication on the premise of equality, rejecting the traditional authoritarian role of
Freire defends his preference of problem-posing over banking by stating that teachers
work, “for the liberation...
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