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Essay / Research Paper Abstract
A 6 page essay that summarizes and analyzes the position taken by South American educator Paulo Freire in his essay “The ‘Banking’ Concept of Education.” Freire was one of the first scholarly voices to argue against the conventional paradigm of pedagogy and also one of the first to argue that this outmoded concept, which he terms the “banking concept of education,” should be replaced with a radically different idea, the “problem-posing” view of education. At first glance, the reader may be mystified by Freire’s terminology. However, a careful analysis of Freire’s philosophy reveals why he is considered to be a leading voice in the field of educational philosophy. Bibliography is incomplete.
Page Count:
6 pages (~225 words per page)
File: D0_khpfesed.rtf
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Unformatted sample text from the term paper:
of pedagogy and also one of the first to argue that this outmoded concept, which he terms the "banking concept of education," should be replaced with a radically different
idea, the "problem-posing" view of education. At first glance, the reader may be mystified by Freires terminology. However, a careful analysis of Freires philosophy reveals why he is considered to
be a leading voice in the field of educational philosophy. The "banking concept" of education is the way that Freire conceptualizes the traditional classroom management techniques, that is, the
teacher as the source and gatekeeper of knowledge who leads students in the process of acquiring that knowledge. Freire describes this paradigm of education as being analogous to banking in
that it revolves around the passage of knowledge as it was currency to be deposited within the students. "Education thus becomes an act of depositing in which the students are
the depositories and the teacher is the depositor" (Freire 240). Freires analysis goes to the heart of this concept, as he describes the assumptions that underlie the banking conceptualization of
education. For example, in this perspective, the "teacher talks about reality as if it were motionless, static, compartimentalized and predictable" and the teacher sees his/her task as filling the
students "with the contents of his narration-contents which are detached from reality, disconnected from the totality that engendered them and could give them significance" (Freire 240). Students are taught to
"patiently receive, memorize and repeat" the information given to them by the teacher (Freire 240). A simplistic example of what Freire is discussing is to consider the multiplication table. The
banking concept of education asks only that students memorize that 3 x 6 is 18, but does not connect this fact with the way that this was derived, that is,
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