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Essay / Research Paper Abstract
This 5 page paper examines Freire's "Banking Concept of Education" by providing examples to support Freire's theories that education today is like banking -- with teachers "depositing" information into students heads (the "accounts") and expecting withdrawals at the appropriate times. This essay examines Freire's theories by examining those who did not conform to the "banking" concept, such as Albert Einstein and Robert Goddard.
Page Count:
5 pages (~225 words per page)
File: D0_MTbanedu.rtf
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Unformatted sample text from the term paper:
the same, therefore, all information taught in the classroom should be the same as well, and all should be absorbed by the students at the same rate. Writer Freire correctly
terms this philosophy as the "banking" concept of education, and goes on to say that this concept tends to downplay any kind of originality or creative thinking, but instead focuses
on ensuring that students absorb and know everything that a teacher wants him or her to. He begins his argument by stressing
that the teacher-student relationship is what is called of a "narrative" character. In other words, the teacher talks (the "subject") while the students listen (the "objects"). The task of the
teacher is, basically, to "fill" the students with the context of his or her narration, comments and information that have no reality for the students and that, likely as not,
have little significance for them. As a result, the student memorizes and repeats this information (most often, in the form of tests), without actually realizing the benefits of such information
or applying it to the students real world. Freire terms this the "banking" concept of education, as he compares students into "containers" to be "filled" by a teacher, much like
a bank customer "fills" his or her bank "container" or account with money. Much like bank accounts, students are able to receive, file and store the "deposits," in other words,
the useless information. The difficulty with this type of education, however, is that while students can "learn" a few things through such methods, this knowledge emerges only through "invention and
re-invention, through the restless, impatient, continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other," according to Freire.
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