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The Banking Concept

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Submitted By cgeistlinger
Words 689
Pages 3
Candice Swanson
Dr. Graham
EN 106
2 November 2014
Breaking free from the crowd: No deposit required Hurry up, write as fast as you can before the instructor moves into the next discussion! If you are lucky one of your classmates will let you compare the verbatim notes of all the useless content for the next exam. Students go from class to class and semester to semester like robots trying to retain and regurgitate as much information as possible all having the same common goal of graduating. When you take that final step across the stage and go onto your first day of college or your first interview, are you really ready? Is anything you just learned going to be any value, or is it all just a blur of “memorized, narrated content?” In his essay “The Banking Concept of Education,” educator Paulo Freire passionately argues that students who are product of the “banking” system never truly learn the material, but are simply taught to memorize data verbatim without the intent on retaining the information. Freire goes on encouraging that the educators should be challenging the students to think more critically through the use of: applying, engaging and exercising thoughts.
Intriguing his audience by capturing them with a clever analogy using the “banking” system. Freire suggests that “education has become an act of depositing, in which the students are depositories and the teacher is the depositor,” (5) emphasizing that the students are never really being engaged to think beyond what they are being taught by their teacher and denying them the right to be an individual. This kind of learning approach he claims does not allow for “partnership” and causes “teacher-student contradiction,” (12) when there is no open communication, they cannot learn from one another.
Freire argues that our broken school system is causing teachers to become “narrated subjects,” and

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