Critical Reflection Two: Banking System

The chapter this week in class by Paulo Freire (2000) discusses the idea of a “banking” educational system between teachers and students. It is a common practice that the teacher knows everything and the student is to be like an empty deposit box and all the information will just fill their minds. This type of education is based on knowledge which “is a gift bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing” (Freire, pg. 72). No creative or individual input is needed since the teacher does all the deciding on what is valid for a child to learn. Children are like sponges and they absorb information at a much faster pace but they also do not question why they are being taught a particular way. Freire writes “it is the people themselves who are filed away through the lack of creativity, transformation, and knowledge in this (at best) misguided system” (pg. 72). As individuals continue on to post-secondary education they start to question authority more and learning becomes a lot more creative and individualized.

        
    On the other hand of education there is “problem-posing”. As Freire writes “those truly committed to liberation must reject the banking concept in its entirety, adopting instead a concept of women and men as conscious beings” (pg. 79). Not only do teachers instruct but the students in turn “teach” the teachers- “they become jointly responsible for process in which all grow” (pg. 80).  Problem-posing education insinuates that “people develop their power to perceive critically the way they exist in the world with which and in which they find themselves” (pg. 83). Students are marked more on participation then how well they absorb information. Everyone is treated fairly and being an individual is highly encouraged.

            From preschool until third grade I had been taught with the banking system. Everyone was to learn at the same pace and the teaching style was generally the same with all teachers. My parents realized I was struggling with my reading abilities and decided they would enrol me in a private Christian school. In less then a month I was reading chapter books and excelling in school. There were about eight students in my class and the teacher was able to devote a significant amount of time to each student and focus on what they were struggling with. I was learning so much information but the style of teaching was exactly what I needed. Once I went back to public school I was able to stay at the same pace as everyone except in math. But I was able to find a math tutor who fit my style of learning and was able to achieve the marks I wanted.

            In university classes (like this one) students are encouraged to participate in their education either by class discussions or visual arts. By talking about experiences students are educating professors about what is going on with youth in society today. Without the knowledge from students and youth teachers/professors would not have some valuable information. Knowledge is seen differently through the eyes of each individual. What I may considered valuable information that everyone should know, someone else may think the opposite. Through learning together and discussing in class both student and teacher are able to expand their knowledge.

            Banking and problem-posing education both have positive qualities which make them unique but they also have negative qualities in some aspects. I think in a perfect world the two should be combined. I believe in order to have a thorough education you need banking education. Some information just needs to be taught this way but problem-posing education also needs to be used. Creativity should be considered valuable and teachers learning from students should be considered important also.

Freire, P. (2000). Chapter 2. Pedagogy of the Oppressed (pp. 71-86). New York: Continuum.