Paulo Friere’s “Banking Concept of Education”
Background on Friere
Friere's Main Points
Friere's Key Terms
Banking concept of education= teachers own knowledge and deposit it in the student accounts.
Outline of Friere's Essay
1) Para 1-11
a) 1st Paragraph
i) Defines problem w/education
ii) “Narration sickness”
iii) lack of own thought for students
iv) lack of in class dynamic
ii) No relationship between material and the real world
iii) Facts are simply facts, nothing more
i) Students don’t understand what they learn
i) Students are bins of knowledge, they don’t understand the true meaning of what they are learning
ii) Teachers are rated by how well they can get their students to memorize
i) Description of the banking theory of education
ii) Teachers do not communicate with teachers
iii) Makes students less human
i) In the banking method, teachers pass ignorance to the world down to their students
ii) The comparison is made between students and slaves
iii) The student should teach the instructor as well
i) To “liberate” educational methods, teachers must accept the fact that they are assisting students in finding knowledge; not just shooting out facts
i) The solution is not in the banking method.
ii) We must start over to create a better educational system (10 reasons how)
i) Someone educated in the banking system has accepted a passive role in society due to his lack of creative thought in the way he was taught
ii) Banking method makes the world seem fragmented and static- it hinders creative ability
i) It all fits- those in power don’t want to make those without power educated or creative- that way they don’t become unhappy and rebel against those in power (very orwell type of outlook)
i) The dominants want to make subjects less human, without thought so they can marginalize them easier
ii) Creates division in society- proletarian view of society
2) Para 12-21
a) The solution not to “integrate” them into the structure of oppression, but to transform that structure so that they can become “beings for themselves.”
b) - The “humanisms” of the banking approach masks the effort to turn men into automatons—the very negation of their ontological vocation to be more fully human.
c) They may perceive through their relations with reality that reality is really a process, undergoing constant transformation.
d) For the role of student among students would be to undermine the power of oppression and serve the cause of liberation.
e) Implicit in the banking concept is the assumption of a dichotomy between man and the world: man is merely in the world, not with the world or with others; man in spectator, not re-creator.
f) The educated man is the adapted man, because he is better “fit” for the world.
g) One cannot impose oneself, nor even merely co-exist with one’s student.
h) Solidarity requires true communication, and the concept by which such an educator is guided fears and proscribes communication.
i) The teacher’s thinking is authenticated only by the authenticity of the students’ thinking.
j) Authentic thinking, thinking that is concerned about reality, does not take place in ivory tower isolation, but only in communication.
3) Para 22-30
4) Para 31-37
a) 31. Banking Concept - Students should memorize information that the teacher delivers to them. They must accept what the teacher says as true.
b) 32.Problem-Posing - Students and teachers work together to become co-investigators of a problem the teacher remains open to students ideas to solve the problem while also having a sense of the correct answer.
c) 33. Relationship of the two ideas Banking brings about the submergence of conscious thought while Problem-posing leads to a more active consciousness.
d) 34. when students realize the value of there lessons and problems they will become more willing to commit themselves to the problem and to solving it.
e) 35. The world cannot exist without men to appreciate it. Without a consciousness of the world around them they do not fit into the world. (Kind of confused on this one)
f) 36. When mans view of reality increases then his perception of the smaller details becomes enhanced he becomes to notice the smaller details of life in greater and greater detail.
g) 37. When studying something you begin to notice the background on which it is placed. The background gains relevance to the overall feeling of the piece. These pieces do not have individual value but as a whole are relevant. Later on the background images begin to stand out and as we reflect upon them they become the focus of our considerations.
5) Para 38-48