The Banking Concept Of Education Essay

The notion that students believe they are granted true independence in a classroom has consequences in and on the world at large.Illusory freedom is disastrous because it is a belief in something that is not truth- it does not exist.Humans (as objects) have no autonomy and therefore no ability to rationalize and conceptualize knowledge at a personal level.

The notion that students believe they are granted true independence in a classroom has consequences in and on the world at large.Illusory freedom is disastrous because it is a belief in something that is not truth- it does not exist.Humans (as objects) have no autonomy and therefore no ability to rationalize and conceptualize knowledge at a personal level.

The other is genuine dialectic, meaning the teacher poses a question with no intention of steering the dialogue towards a single answer.

Depending on the amount of experience the teacher has under their belt, they can expect a certain percentage of the possible answers, but it is the remaining percent of answers, which they had never actually considered, that they in fact take interest in.

For all intents and purposes, the teacher is always an authority, no matter what.

However, inherent in the problem-posing method is a two-pronged line of attack, meaning there are two classroom modes within the one problem-posing method.

Within this concept Freire calls for an equal playing field, or what one of my former teachers called “mutual humanity”: “It [problem-posing education] enables teachers and students to become Subjects of the educational process by overcoming authoritarianism and an alienating intellectualism” (253-254).

The Banking Concept Of Education Essay

However, Freire failed to observe that incessantly within the apparatus of a classroom there is an imbalanced power structure between the teacher and the students.

In the instance of true dialectic, the student regards the minimal authority as a non-threat, whereby the student then becomes the final authority on their convictions.

In the real world, this is instrumental in fostering a society of enlightened, open-minded and independent persons.

According to Freire, “Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other” (244).

This means that true comprehension can only be fashioned though conversation, questioning, and sharing of one’s interpretations by all persons in the classroom.