Banking education is a thought process concept that was initially explored by the Brazilian logician Paulo Freire in his 1968 book “Educational Methods of the Oppressed”. The concept of “banking” of training is a technique of learning and understanding in which learners only store the data transferred to them by the educator. In a “banking” type of climate, a homeroom is organized in such a way that the essential obligation of the learner is to recall and accurately review the information provided by the educator.
They are not approached to participate differently, and essentially absorb the data. In this type of approach, the world is seen as fixed and unchanging, and the student is expected to cram into it all that is simply considered. The commonality of financial concepts in most schooling systems prevents learners from developing the capacity to make themselves honest fundamental masterminds and advance well-established trends within society.
Instead of banking education, Freire proposed a problem-solving approach to education. This strategy is concerned with the act of “representing reality as it really is” and not bypassing reality. Moreover, it holds two-way progress as fundamental to all training and considers exchange as an essential part of effective schooling. The problem-solving approach to education allows learners to become fundamental masterminds, underlining academic inquiry and building activities in the real world. In particular, problem-solving approaches to training allow the study to break free from the severe, oppressive nature of conventional schooling dynamics.
What is Banking education further?
Banking education mythicizes reality and thusly cultivates unreasonable reasoning which makes further synthesizing.”
How Banking education is applicable in the classroom?
The financial model of training is an approach that sees the uneducated as the container in which the educated store information. It was an analogy made by Paolo Freire. Freire acknowledges that Western schooling would generally treat the educator as the oppressor and the student as an isolated spectator.
What is the opposite of Banking education?
While banking education anesthetizes and stifles innovative energy, problem presentation training includes a consistent exposure to the real world. Previous attempts to keep up with the immersion of awareness; The last option really stabs at the development of knowledge and basic mediation.
Academic Control: While the vast majority consider financial means to deal with academically terrible practices, many instructors may find it advantageous to help control inadequately managed classes. In this model, the educator deals strongly with his group, with a certain power personality and withholding cross-talk or conflict.
Quality of Values and Culture: Traditional and reliable qualities that should not be addressed can be shown through this method, where exceptionally clear and undeniable insights are passed from academic to study without room for change in practice.
Direct instruction is necessary: There are cases where it is essential to give direct instruction or ‘tell the learner how. For example, fire and work environment safety are not themes that can be learned through contemporary experiments.
Some students value structure: if we recognize that different studies have different learning styles, then, at that point, maybe some things can be like learning through transmission. Individuals may prefer to have their data straight and clear without ambiguity.
Lack of critical thinking: When teachers expected that students should acknowledge that their statements were a certain reality, there was no extension to the use of mental abilities to assess the data introduced. Students are deprived of valuable opportunities to practice the critical reasoning skills expected of careers in the 21st-century information economy.
Lack of creativity: When students are deprived of valuable opportunities to think independently, they will never develop creative reasoning and critical thinking skills. As Freer said: “Banking teaching anesthetizes and limits the imagination” (Freer, 1970, p. 80).
Power imbalances are reproduced: In financial models, power is in the hands of educators, and students have no opportunity to address authority issues. Friere believes that ordinary school students are educated to acknowledge their low status on the planet.
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