Banking And Banking Analysis

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Paulo Freire compares two concepts of education, “banking” and “problem-posing”. In banking teachers assume students are passive, take all control, determine what will be learned, and "force-feed" information to students. In problem-posing, students and teachers carry on a dialogue to teach one another. Students are therefore active, becoming empowered to criticize the world and so change it. To explain the banking method Freire gives several examples. Students are taught that four times four is sixteen, but they are not necessarily taught how or why it equals sixteen. In the same way, students will be taught what the capital to a country or state is, but they will not know why it is important. Banking encourages students to accept the world as it is. He also claims that the teacher’s “task is to ‘fill’ 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” (Pg 257). In this he is saying that the information people learn through the banking method does not relate to reality, but he does not give any information to support that idea. Many students interpret banking education to be synonymous with classrooms where there are lecture, where students are expected to memorize and regurgitate, where facts are taught. They often say math, sciences, and languages must be banked, or that elementary school must be banking. "Banking" education often resists dialogue and "problem-posing" education engages dialogue and regards it as essential to its framework. Problem-posing classrooms are ones where students have discussions, sharing their opinions and being creative. The "problem-posing" teacher creates lessons that ... ... middle of paper ... ...uage. He demonstrated the use of the colonizer’s language to assert the value and autoethnography of Andean government and culture. Transculturation is defined as “processes whereby members of subordinated or marginal groups select and invent from materials transmitted by a dominated culture" Pratts theory about the "contact zone" is a place where culture, language, literacy, and ideas all meet to form something that is different and interesting. When a contact zone is established, people are able to gain a new perspective because they are able to interact with people of a foreign culture. She tells us the benefits of the contact zone is that cultures can interact with each other and this interaction allows for people to learn more about each other. Pratt explains that this intersection of cultures produce ideas and perspectives about people of different cultures.

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