'The Banking Concept of Education - Paulo Friere'

'Paulo Friere wrote the allow, direction of the Oppressed. In this book in that respect is a purpose called the, Banking concept of fostering. Education becomes an action of depositing, in which the educatees atomic number 18 the depositories and the memorizeer is the depositor. preferably of communicating, the teacher issues communiques and makes deposits which the pupils patiently receive, memorize, and repeat, this is the banking concept of education. The Banking fantasy of Education is homogeneous to students who atomic number 18 zombies; they go to clan to class and listen to the teacher, solely they are not allowed to question what is cosmos taught.\nIn the Banking fantasy of Education, Friere is trying to turn the readers to believe that the traditional manner of article of faith isnt the way we should teach are students. Friere mentions that students are slaves but, Unlike the slave, they neer discover that they give instruction the teacher. Students w ho are slaves do what they are told, they neer question or understand what theyre attainment. The Banking sentiment says student do not convey questions. Like slaves in 1619-1865, they couldnt ask questions; they took orders and took what in that respect masters say as to be true.\nAs students and as human beings we are creative, but as Friere has said creativeness is repressed to retinue the oppressor. The oppressor is the teacher, they were taught to pass on the tradition of oppressing the students and form them into what they want in society. The banking approach to magnanimous education, for example, leave behind never propose to students that they critically consider reality. How will a student learn if they cant critically think about(predicate) what they are learning? The educators dont want the student to think; they are just in that respect to listen, memorize, and repeat. Freire says that the Banking Concept of Education assumes that the student is carnal and that the teacher is the besides one with knowledge. Freire argues that until there is a way to encourage break away c... '