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¶ … Banking Concept of Education by Paulo Freire defines and discusses an element of education which Friere believes many teachers employ within their instruction. He develops an argument that this particular method of teaching is responsible for ignorance within students and ultimately oppression of said students.
Friere explains that the "banking concept" is when students are treated as if they are nothing more than storage banks. They are provided with information which they then store in their memories so that they might regurgitate the information at a later date. Students are taught to accept everything the teacher says as true, they are not taught to question or to think creatively about the subject at hand. The student who is brought up in this environment becomes a passive member of society.
Friere takes the "banking concept" further in stating that those in power would prefer not to have creative and educated people as their subjects. For it is those who have learned to think critically which will question their authority and ultimately undermine their oppression.
Friere believes that teachers must be aware of their power. Teachers must teach their students to think critically. In other words the teacher's role is not authenticated until the student's role is authenticated. The only way that a student will find empowerment within his or her education is through the ability to think critically. Teachers must do this by posing problems which require the students to think critically and creatively.
Friere's article is an excellent call to arms for teachers internationally. In many societies students are subjects of irrational political structures and it is only through education that these structures will be dismantled. Ultimately Friere sees education as power. He sees the ability to think for oneself as power and thus he sees a society of educated people as a powerful society which is incapable of being oppressed.
Bibliography
Sparks, John. "Outline of Paulo Freire's Essay." The Banking Concept of Education. http://people.clemson.edu/~mbrando/freire/outline.html
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