The banking concept of education

I may have learnt much in this course so far, but Paulo Freire banking concept is such a memorable and impressive dogma. Paulo Freire in his book, the banking concept of education outlines the philosophy of education. His views are not intended for those who are engaged in formal education only but to every mankind. Much of the Freire's work is not derived from a study or a research somewhere in a library or a firm but is developed from personal experience. This makes his work quite interesting and real since the author is familiar with realities of lifelike poverty, hunger and other life's experiences which as a youth I am able to identify with in today's studentship life.

According to Freire education is the only means of interpreting things, perceiving, criticizing and transforming the world. That is what Freire has given as the reason for his devotion to education, its imperative to appreciate that Freire pursued education up to doctorate. Indeed this perception is still evident in our life today, most people especially them that have received formal education undermine the ability of them that have no such kind of education seeing them as unable to interpret, perceive or even transform the world around them. This is one of the things that largely determine the student-teacher relationship.

In his writing Paulo is devoted to bring about revolution and especially in learning institutions and in every form of education. Freire believes that a change is possible through world humanization. His intension is to create awareness to people in regard to political, social and economical contradictions that are there in the world. His writing is therefore meant to motivate people to eradicate the world contradictions.

The author views the world as full of oppressors and his view is rather interesting. Freire's point of view is that where we have many people oppressed, the oppressors have an opportunity to liberate themselves as well as the oppressed and humanize the world. Freire argues that this liberation would be achieved through what in his book is referred as the oppressed pedagogy which must be forged with the oppressed community and individuals. Pedagogy as explained by Freire yields oppression and results in reflection by those who are oppressed, it's from this reflection that the oppressed are motivated to humanize the society by eradicating oppression. Through humanization process, Freire says that the pedagogy is made and remade.

This is the same philosophy that Freire argues that it can be applied in classroom set-up where he feels that authoritarianism ought to be declined. Freire says that the reason why a student passively accepts information from the teacher is because of a teacher-student relationship that is authoritarian. Freire argued that this kind of relationship places the teacher on the depositing end as the depositor and the student on the receiving end as the depository, making education a mere act of depositing. This is basically the banking concept.

I have learnt a lot from Freire on how much the student-teacher relationship is important in determining how the two impacts each other. This is what Freire has described as the banking concept which in education he considered as dehumanizing on individual capacities. Freire's view is that, authoritarian ought to be replaced through liberating of education to what would be seen as existential experience on students. This would be an education whose nature is problem solving and therefore practical. Freire argues that education that is based on students' inquiry and self discovery has the capacity to make students who are critical. In this kind of education the teacher would cease to be a depositor and play the role of a fellow investigator rather than an authoritarian and enhances a relationship that is cohesive and fruitful since the students are able to consult the teacher on where they do not understand rather than passively receive what the teacher is giving.

Additionally, the same relationship gives an opportunity for the teacher to be collected where he is wrong since the students are in position to involve their teacher in their thinking. Freire in his writing rejects individual's domination over another, this he referred as paternalism. He argues that pedagogy can be applied in every other relationship in human beings and is not therefore confined in a classroom only. Freire warns the left wing revolutionaries against the danger of resolving to be mirror images for their oppressors.

Freire sociological view is premised on the ideology of enhancing a society that is caring, human, loving and truly democratic. Paulo agitates that such a balance can not be built by a section of the society for all, but rather has to be built by everyone by working together and uphold respect for one another. According to Freire there is a tendency to put more value to the need for students respect to the teacher while undermining the need for teacher's respect for the students and that why Freire emphasize the need fro respect for all in every kind of relationship.

As drawn from Freire a truly democratic world cannot be achieved by individuals who are not committed to attain it across all life-spheres. He therefore advocates that all individuals should be committed to reflection that is continually authentic. Freire's work is contains an invaluable message for all people and particularly those people who are engaged in institutions' democratization process.

In most Chinese' learning institutions, the relationship between a teacher and a student is mainly authoritarian, such that in most institutions in lower middle and even upper levels, there is big gap between the teacher and student. I have often thought that there is much that these relationships may have drawn from Confucianism which explains some of the bonds which the Chinese people had to observe in the Chinese society. These bonds were meant to maintain the society as a state family, what they called the guojja. These bonds determines how the father-son, husband-wife and older-younger should maintain health relationships which are overly controlled by principles of a family kind of organization.

This form of state/individual modeling-principles should not to an extent be observed in a learning set-up since the focus is merely placed on hierarchical nature of the relationship to determine how much a student and a teacher can bond. This way it's easy for a student to see the teacher as a far and unreachable person whose ideas should always be taken. If we observe the American set up, the relationship between a teacher and student is relaxed and free. As such this relationship enables the student to draw so much from the teacher while at the same time the teacher remains an investigator.

From this author I have realized that culture also determines the nature of a student-teacher relationship. The American culture is one which encourages every one in the society to freely express themselves right from a family unit which is the basic unit in every society. This way when children go to school they have a mind of free learning in a humanized world and the same case to the teacher. This way their expectations makes them enhance a good culture in their learning set up. It's however possible to enhance good relationships between a teacher and student and this especially calls for the students' initiative. If banking-concept is shunned away, then learning-relationship between the student and the teacher would remain productive, and immensely impact on our society growth under democratic environment.

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