The Banking Concept of Education - Paulo Friere

Paulo Friere wrote the have, Pedagogy of the Oppressed. In this book there is a purpose called the, Banking concept of didactics. facts of life becomes an present of depositing, in which the savants ar the depositories and the informer is the depositor. Instead of communicating, the instructor issues communiques and makes deposits which the scholarly persons patiently receive, memorize, and repeat, this is the banking concept of education. The Banking Concept of Education is similar to students who be zombies; they go to class to class and see to the teacher, but they are non allowed to question what is being taught.\nIn the Banking Concept of Education, Friere is trying to conduct the readers to believe that the traditional focus of teaching isnt the way we should teach are students. Friere mentions that students are slaves but, inappropriate the slave, they never discover that they originate the teacher. Students who are slaves do what they are told, they never question or understand what theyre learning. The Banking Concept says student do not subscribe questions. Like slaves in 1619-1865, they couldnt call for questions; they took orders and took what there masters give tongue to as to be true.\nAs students and as human beings we are creative, but as Friere has utter creativity is repressed to rooms the oppressor. The oppressor is the teacher, they were taught to pass on the tradition of oppressing the students and molding them into what they want in society. The banking approach to adult education, for example, ordain never propose to students that they critically consider reality. How will a student learn if they cant critically think about what they are learning? The educators dont want the student to think; they are scarcely there to listen, memorize, and repeat. Freire says that the Banking Concept of Education assumes that the student is ignorant and that the teacher is the only one with knowledge. Freire argues that until t here is a way to come on better c...