Banking education concept

Paulo Freire’s powerful “banking education concept” philosophy of education depicts a cycle of abuse, positioning teachers as “contributors” of information into aloof substitute “knowledge bases”. However, according to Freire, educators also have an “ontological job to make themselves more fully human,” which must be done independently of abuse. In this article, I use Freire’s banking training philosophy to consider the nationally recognized exam I encountered last year while educated at a severe needs center school in New York City. 

Drawing on the account request system, I discuss these educational/testing encounters with sociopolitical conversations about banks and argue that the logical inconsistency and dehumanization of normalized financial models persecuted both students and educators. I argue that the neoliberal type of “responsibility” in state-funded training similarly forces teachers to replace a kind of “middleman” by following up for the organization’s benefit with refinement and opportunity for commitment to students.

Definition of banking education concept

The banking education concept is an illustration by Paolo Friere for a show style in which teachers “store” information into students’ brains as if they were a stash. Friere assures that this methodology, common in the 20th century, treats students as detached students who are not extended by artistic freedom or decisive reasoning.

banking education concept

This model is also driven by nationally recognized tests, which allow teachers to “store” test information into students’ brains and deny them the opportunity to investigate and think about their own answers to questions.

What is the opposite of Banking education?

While banking schooling can anesthetize and inhibit creativity, problem-presentation training includes the consistent revelation of the real world. Previous efforts keep up with cognitive flooding; as a general rule, the last option is to experiment with awareness raising and basic mediation.

Banking method of education and Favoured critical pedagogy

This is because the basic teaching method uses words between individuals rather than serious inconveniences. Another unfortunate consequence of financial technology is that students are not supported and therefore do not know how to think fundamentally, or have high expectations of having independent minds.

Freire’s Alternatives To The banking education concept

1. Communist Critical Pedagogy

From a Marxist perspective, Freer turned to teach. He sees teachers as oppressors and students as persecuted educated to accommodate people of great influence.

Freer draws on the Marxist view of the distinction of oppressor abuse that has been at the heart of Marxist and Hegelian scrutiny of private enterprise. For Friere, this distinction between the oppressor and the persecuted is also evident in training:

banking education concept

Instructors as oppressors train students to admit that their situation is abusive.

As abused students, they gained skilled status in the system of social progress and began to recognize that they would become laborers serving merchants as adults. School is their chance to figure out how to be likable laborers.

2. Information dissemination harms students

The key academic system used to accomplish persecution of students is behaviorist or “diffusion” teaching. Communication education includes:

Teacher narration: The teacher describes the reality to the students directly and makes them remember.

banking education concept

Passive repetition of students: Students are detached students who should re-tell reality to educators rather than use their decisive reasoning abilities to guide, review, or decipher the information presented. According to Friere, in this model of change, “the student is not required to be aware, but to remember the item described by the educator” (Friere, 1970, p. 80)

Forgetting of prior knowledge: Any early information may be ignored by the counselor who is not really concerned with the student’s beliefs or emotions. The teacher accepts that he is the power of infinite wisdom. They are clean slates (Latin for “clean canvas”).

Whole-Group Teaching: Differences in conclusions, abilities, and interests among students in the classroom are ignored by educators who develop an unrelenting educational plan that students should adapt to.

3. Teachers should aim to be co-learners

Friere advocates for teachers to become progressive teachers, freeing themselves and their students from the abuses of training. To do this, teachers should utilize the accompanying educational programs:

banking education concept

Changing the role of the teacher: Freer believes that teachers should challenge the current jobs of educators and students. Rather than having educators be holders of information, teachers should learn with students. According to Friere: “The educator is now not only a mentor but a person who presents himself in conversation with his students” (Friere, 1970, p. 80)

“Problem-asking education” zeros in Today we can incorporate expressive-question-based education into a very similar idea. Instead of telling students reality, Friere argues, educators should ask questions and ask students to use their insights to make up any trade-offs about themselves.

Learning should be practical: students should not be presented with more assumptions. All things considered, students should progress by integrating into their surroundings. This will make learning important and important to their lives. According to Friere: “Individuals develop their capacity for basic observation […when they are in contact with the world…] in which they trace themselves” (Friere, 1970, p. 82).


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