The Banking and Problem-Posing Concept of Education
Education is defined as, "an act or process of imparting or acquiring general knowledge, developing the powers of reasoning and judgment, and generally of preparing oneself or others intellectually for a mature life" (Jackson). In Paulo Freire's “The Banking Concept of Education” he uses several similes, metaphors and analogies to bring across his main point - the relationship between teachers and students, and the way the teaching process takes place. One specific problem that Freire points out in the "Banking" concept of education is that “students have become “containers,” into "receptacles" to be "filled" by the teacher. The more completely he fills the receptacles, the better a teacher he is. The more meekly the receptacles permit themselves to be filled, the better students they are” (Freire, para 4). Freire believes that there is another way to educate in the classroom that would not only benefit the students but help the teachers as well. In the “Problem-Posing” method the teacher would begin by explaining his point of view on the subject being taught, and then the student could take the information and use it to his or her advantage by implementing the information in their lives. Problem-posing is more than a technique that teaches critical thinking; it is a philosophy, a way of thinking about students and their ability to think critically and to reflect analytically on their lives (Nixon-Ponder). In this classroom teaching style, the student has moved from being a spectator to a re-creator, together the teachers and students help each other learn through authentic thinking. Both the student and teacher are able to add to their knowledge using the information from one another’s ideas. Freire points out in his essay, "Education must begin with the solution of the teacher-student contradiction, by reconciling the poles of the contradiction so that both are simultaneously teachers and student"...
Cited: Freire, Paulo. The Banking Concept of Education, from Pedagogy of the Oppressed.
Trans. Myra Bergman Ramos. New York: Continuum, 1993.
Jackson, Shenith. “The Definition of Education.” Helium.com. Helium Educational Philosophy,
2002. Web. 28 October 2011
Nixon-Ponder, Sarah. “Teacher to Teacher: Using Problem-Posing Dialogue in Adult Literacy
Education.” Kent.edu. Kent University, 2010. Web. 29 October 2011
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