Paulo is the book “Pedagogy of the Oppressed,” one

Paulo Freire was born on September
19, 1921 in Recife, Pernambuco, Brazil. He was a world-renowned leader in
education and philosopher. His most influential work is the book “Pedagogy of the
Oppressed,” one of the most inspirational texts in the field of education. He
studied phenomenology and psychology at the University of Recife. In “The
Banking Concept of Education,” Freire elaborates on the process of education.

relationship between the teacher and the student is a symptom that is described
as narration sickness by Freire. The teacher is the talker while the student is
the receiver. He doesn’t support how both sides are on separate pages because
the students instantaneously take whatever comes out of the teachers mouth as
true without really thinking about it and questioning it themselves. When they listen,
and memorize information from the teacher, students aren’t really learning a
subject but are only memorizing a concept and processing it. Freire classifies
this as the banking concept. It explains the idea that the more students focus
on memorization the less likely they develop a mindset. It damages student’s
creativity and Freire argues that is meant to keep them in check and stop them
from ever changing the world.

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has come with up with another from of education being problem posing. This
revolves around the student and isn’t as vague as the teacher lecturing them
but instead a process where both can learn off each other. How it works is that
when a teacher is giving a lesson and the student presents their own
conclusions based on what they’ve heard. This way the teacher is also learning
from the students. This allows for a much more engaging learning process where
teachers are interacting more with the students and will be learning off each

talks about the nature of problem posing education. It’s the thought that the
mind can’t function without purpose. How it connects to problem posing is that
with an education system like this, students will be able to think up
conclusions based on what their learning. Intentionality stresses the concept
of actual thinking. It provides a sort of freedom that allows individual
thinking. This makes them their own person instead of being someone they aren’t
by listening to someone else’s thoughts. Banking is solely focused on
memorization, thus putting restrictions on how the human mind functions.

Freire argues how the
banking concept is more restrictive to students and doesn’t expand their minds
enough. “The capability of banking education to minimize or annul the students’
creative power and to stimulate their credulity serves the interests of the
oppressors who care neither to have the world revealed nor to see it
transformed.” Oppressors favor the banking education system because it keeps them
on top and students in check by limiting their creativity. If students were to learn
under a more liberating education system, it allows for them to obtain the knowledge
to have an impact in the world. Oppressors want the world to stay unchanged and
are fearful of anyone topping them.


“The banking concept does not admit to
such partnership-and necessarily so. To resolve the teacher-student contradiction
to exchange the role of depositor, prescriber, domesticator for the role of student
among students would be to undermine the power of oppression and serve the cause
of liberation,” (16).

“Yet only through communication can human
life hold meaning. The teacher’s thinking is authenticated on only by the authenticity
of the students’ thinking. The teacher cannot think for her students nor can she
impose her thoughts on them,” (21).