Banking And Banking Analysis

688 Words2 Pages
bulb-icon

Recommended: Banking education and problem-solving in education

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.

Show More
Related

  • Third Bank Case Study

    1322 Words  | 3 Pages

    Prior to Fuller’s transfer, management at the Carson’s location was poorly run using the classical approach. While this approach can be successful, management has to find a good middle ground between caring for the company and caring about their employees. A traditional classical approach recognizes that there are five important factors to running a successful business (Miller, 19). According to text, these factors are planning, organizing, command, coordination and control (Miller, 19-20). These factors can be seen when you look at Third Bank as a whole. In the study, the CEO saw the issues in his company and put a plan together to improve. He had meetings with management, like fuller, to organize a solution. He then commanded all locations

    Read More

  • The Arts Of The Contact Zone Summary

    1090 Words  | 3 Pages

    She discusses about a historical text that “has a few points in common with baseball cards” (318), in which it was published by Felipe Guaman Poma de Ayala. The manuscript contains a mixture of Quechua and Spanish, and is addressed to King Philip III of Spain. Guaman Poma’s letter is split into two parts: the first of which is called Nueva coronica, “New Chronicle,” and serves as “the main writing apparatus through which the Spanish presented their American conquests to themselves” (319). This first half of the text introduces one distinctive phenomenon of the contact zone: the autoethnographic text, in which it involves collaborations with people from different social and intellectual backgrounds “to create self-representations intended to intervene in metropolitan modes of understanding” (320). “New Chronicle” rewrites the Christian history and the Spanish conquest to paint a new picture of the world, where the Andean people lie in the center, not the Europeans. At the end of the first half, Guaman Poma argues that there should have been a peaceful encounter between the Spanish and the Inca, thereby forming a potential for benefiting both parties, not just one. Finishing explaining Guaman Poma’s letter, Pratt quickly connects his letter to the contact zone, making an argument that the art of the contact zone illustrates a picture of the oppressors, the Europeans, from the oppressed, the Andeans’,

    Read More

  • Arts of the Contact Zone by Mary Louise Pratt

    571 Words  | 2 Pages

    The Arts of the Contact Zone by Mary Louise Pratt opened up a whole new concept for our class. The new term “contact zone” appeared and Pratt defined it as "social spaces where cultures meet, clash, and grapple with each other, often in contexts of highly asymmetrical relations of power, such as colonialism, slavery, or their aftermaths as they are lived out in many parts of the world today." The idea of the contact zone is intended in part to contrast with ideas of community that trigger much of the thinking about language, communication, and culture.

    Read More

  • The Freethinking Student of Dialogic/Dialectic Learning

    1052 Words  | 3 Pages

    Paulo Freire questions the theory that education is just a basic process consisting of just teaching between a student and teacher in Pedagogy of Hope. The text elaborates on the multiple components of teaching. Freire makes a valid point that the teaching style is an imperative factor in whether the student is able to comprehend the material. He lists four types of teaching styles. The first, authoritarian, the teacher is dispassionate to any input from the student. The second, permissive, allows the student full control of their learning with little to no teacher input. The third, intellectualism, is where the teacher is enamored and overwhelmed by the content of the teaching. The most important of the styles to Freire is dialogic/dialectic, engaging both the student and teacher in the content taught. This style is imperative to the students of today’s society because of the need to be free thinkers able to analyze critically and dialogic/dialectic is the only style with the capabilities to influence the mind.

    Read More

  • Arts of the Contact Zone

    1183 Words  | 3 Pages

    Mary Louise Pratt wrote the essay “Arts of the Contact Zone” with the purpose of explaining that society would benefit if people were exposed to and understood the concept of “contact zones”. She refers to contact zones as social spaces where cultures meet and clash with each other, usually with one culture being dominant over the other. A person living in a contact zone is exposed to two different cultures, two different languages, and as a result is presented with a struggle in each culture to maintain themselves. From being surrounded by several different cultures, people begin to integrate the concept of transculturation—a process in which subordinate cultures evolve by taking things from dominant, more advanced cultures, and make it their own. She also calls to attention the error of assuming that people in a community all speak the same language and all share the same motives and beliefs. Pratt insists that education and society must be reformed in such ways that introduce people to the principles of contact zones in order to gain mutual understanding of each other and acquire new wisdom. In order for this mutual understanding to be achieved, the subordinate cultures that exist need to be able to make their voices heard; this leads to the improvement of society as a whole.

    Read More

  • History Of Hopi Indian Potters

    1266 Words  | 3 Pages

    Contact zones were described in Mary Louise Pratt’s article "Arts of the Contact Zone" as being those points in time in which different cultural groups came together. Positive influences between the groups lead to knowledge and understanding, whereas negative influences lead to conflict and miscomprehension. The history of the Hopi Indians is intertwined with the various contact zones between the Hopi Indians and other cultural groups. It is this series of contact zone experiences that has shaped the development of Hopi pottery.

    Read More

  • Paulo Freire

    879 Words  | 2 Pages

    Freire begins his critique by analyzing the relationship between teacher and student. The author suggests that the teacher is a “narrator” and students are mindless drones waiting to be “filled” with useless information. Freire expands on this idea, comparing the students to “depositories” and the teacher to being the “depositor”; the comparison indicating teaching is an act, not a collaboration. The author also

    Read More

  • Freire's The Banking Concept of Education

    460 Words  | 1 Pages

    The banking concept is “ a gift bestowed by those who consider themselves knowledgeable upon those who they consider to know nothing'; (Freire 213). The goal of the ‘banking’ concept is to deposit as much information into the students as possible. This results in disconnected memorization without the real understanding and discouragement of creative thought.They cannot think for themselves. As Marx writes, just as there are two types of learning, ‘banking’ and problem-posing, he explains that society is this way also. There is the upper class and subordinate classes. They both struggle for economic and political power and the primary way the upper class keeps its power is through their beliefs and values. They are allowed to think. The subordinate classes believe they are subordinate due to the upper classes prestige and way of thinking. Like Freire’s ‘banking’ concept, education is the way to keep students down and this works because the students accept all knowledge from the teacher, just like the dominant class in Marx’s ideology, keeps the subordinate classes submissive.

    Read More

  • Styles of Teaching: Banking Concept vs. Problem Posing

    1464 Words  | 3 Pages

    Through this essay I am going to try and show the advantages of “problem posing” style to education. In my opinion this style of education is very effective in expanding the minds of the receiver by making them more interactive in their learning rather than the typical lecture and take notes. In this style of education people teach each other and the teacher is not the only one enlightening the class with their knowledge. I cannot only speak this opinion from my own experiences, but also others who share in the same view sculpted by their experiences. The two authors whom I used for a base of my point of view are Paulo Freire and Richard Rodriguez. Freire wrote the essay called “The Banking Concept of Education,” in which Freire shows how “problem posing” education is the most effective way to teach and be taught at the same time. Rodriguez wrote the essay call...

    Read More

  • The Importance of Financial Literacy

    631 Words  | 2 Pages

    Making improvements on our financial literacy results in a wave of impacts on our economy and the financial health in our society because of responisble behiavior with our finances. These modifications to our behavior are neccesary because it let's us address primary cultural problems, for example over-credits on your purchases, mortgages possibly resulting in debt, dealing with expectations on inflation and also planning on your retirement.

    Read More

  • Pedagogy Of The Oppressed By Paulo Freire

    1002 Words  | 3 Pages

    The first chapter talks about the justification of the pedagogy, the contradiction between the oppressors and oppressed, which each house on another in each other psyche’s, and how the pedagogy is justified. Chapter two is about the “banking” concept of education as means of oppression which treats students as brainless ‘piggy banks’ to be filled with knowledge and teachers as all-knowing beings; “the more completely she fills the receptacles, the better a teacher she is. The more meekly the receptacles permit themselves to be filled, the better students they are” (Freire, 1998, p. 53). Chapter two also poses a solution to the “banking” method: problem posing, which through dialogue creates a co-creator relationship between the students and teacher. The third chapter builds more on dialogue as a practice of freedom in education and the final chapter is about dialogics and antidialogics as opposing theories of action.

    Read More

  • Financial Literacy Essay

    1385 Words  | 3 Pages

    One way our school could accomplish the goal of financial literacy education is creating a set class for high school students towards the end of their high school career. Offering classes in a curriculum that is set helps kids become better prepared for the real world. They receive a better understanding of what it is like having a great deal of responsibility, without the overwhelming of stress that comes with it since the class would be set in a classroom. According to the article written by Laura Langemo from Fox6 entitled “MPS Eighth-Graders Get a Lesson in Financial Literacy”, the Milwaukee Public School District Superintendent Gregory Thornton states, “We need [students] to be ready financially. We need them to be ready to step into the world and be able to actually navigate and manage money.” Students should feel confident after graduating that they will be capable of receiving such a great sense of responsibility. Teaching students about financial literacy at an older age throughout high school will allow them to be ready for their lives ahead. According to this article, many of the students were surprised with how bills amass in such a rapid pace. Similarly, the article from the Sandpiper by Edie Ellison includes information about being able to offer high school students classes in

    Read More

  • Essay On Teaching Styles Of CESL

    1761 Words  | 4 Pages

    In this education system, teachers and students are equal in their positions. “ The problem-posing method does not dichotomize the activity of the teacher-student: she is not cognitive at one point and narrative at another”(Freire 80). It means the relationship between teachers and students are changed. Students are not passive in this kind of education system. For example, in problem-posing education, teachers and students discuss together to figure out answers. In addition, by claiming “ The teacher is no longer merely the-one-who-teaches, but one who is himself taught in dialogue with the students, who in turn while being taught also teach”, Freire expressed that teachers and students in problem-posing education system have more communication and they are not necessary opposite position (Freire 80). Because, teachers are not required to know everything, and they can get knowledge from their students, which create a more harmonious relationship between teachers and students. Some teachers in CESL like to use problem-posing education. According to Melissa Brown, a teacher in CESL, she said “ I prefer solving the problems by communicate with students. I am happy to hear students’ opinions and problems in classes” (Brown). She also said she felt happy when students are interested in what she taught. Freire claimed that “ Whereas banking education anesthetizes and inhibits

    Read More

  • Pedagogy of the Oppressed Reflection by Paulo Freire

    975 Words  | 2 Pages

    The second chapter described the "banking" approach to education in which Freire suggested that students were considered empty bank accounts and that teachers were making deposits into them and receiving nothing back. The banking concept distinguishes two states. In the first, the educator cognizes a cognizable object and prepares a lesson. During the second, he expounds to his students about it. (67) Freire argued that the underclass could be empowered through literacy. He also pointed out that education could be used to create a passive and submissive citizen, but that it also has the potential to empower students by instilling in them a "critical consciousness." (45) Freire wanted the individual to form himself rather than be formed.

    Read More

  • Analysis of Rich Dad, Poor Dad

    947 Words  | 2 Pages

    The second lesson concentrates on the importance of financial literacy. There is one rule to follow so as to understand financial literacy – “Know the difference between an asset and a liability, and buy more assets.” In order to do this, you need to be able to understand and comprehend numbers instead of jus...

    Read More

More about Banking And Banking Analysis

Open Document