What Is The Banking Concept Of Education

The success of education depends on the students’ ability to learn material in different learning environments. Without education, students and the world would remain static. Through education, students with the intentions to learn and to seek a career are taught by an educator. Whether pursuing an occupation in the medical field taking care of the sick and needy or learning to construct things, education is needed and important for learning. The importance of education seems to be the topic to emphasize because students are our future and what they learn will benefit us as a whole. From an educator’s standpoint, it is essential to know the correct ways of teaching students in order for them to be introduced to true learning that will benefit

Freire argued in “The Banking Concept of Education” that because of the banking concept, education is suffering from narration sickness (63). He believed that the banking concept was the main reason why education was declining in the current educational system and should be substituted with a “libertarian” teaching style. Freire complained how the oppressive education system was flawed with students not learning and educators not teaching effectively that resulted from the banking concept of education (64). In the banking concept, students held the initial purpose of being filled with the critical information but fail to associate and perceive the concept. The result of the banking concept, left students in only memory of the words spoken by the educator and uncertain about the answers (63). Freire believed that the banking system promotes students to fail; thus, he introduced libertarian education as a positive alternative for the education of the students (65). He believed only in libertarian education; open communication and solidarity of the students promotes authentic thinking that contributes true learning, from others and the educator effectively. From Freire’s standpoint, libertarian “problem-posing” education, is the correct way of learning, which stimulates teacher- students’ relationship, authentic thinking and a more beneficial way of reciting information over memorizing what was

Through education, Feynman in “O Americano Outra Vez” discovered the students were only equipped with the surface facts to be memorized rather than a genuine understanding of the process (68). Through a strange phenomenon, Feynman could ask the students a question that could be answered immediately, but the next time he would ask the same question, an order of silence fell amongst the students (69). Feynman exclaims after his investigation, everything in its entirety was memorized, without a bit of genuine understanding (70). Nothing was being learned. Feynman acknowledges there is a difference between learning something and learning about something (68). “You can know the name of a bird in all languages of the world, but when you’re finished, you'll know absolutely know nothing whatever about the bird” (Feynman 68). Feynman believed that memorization is acceptable only when it can be associated with other things. In comparison with Feynman, Tzu noted that students should not only memorized content but have the ability to associate their learning and apply it. Tzu claims a person could study until the end of their days, but does not apply their learning will never know anything more than a vulgar pedant (12). He believed it becomes useless if you memorize something but do not fully understand the concept. Feynman and Tzu advocated memorization as being an