This paper discusses Paulo Freire's book, "The 'Banking' Concept of Education", the classroom situation in which the student must only comprehend the thoughts of the teacher.
Written in 2004; 865 words; 1 sources; MLA; $ 30.95
Paper Summary:
This paper relates that Freire suggests that a method to counter "banking" education is a "problem-posing" education, or cooperative cognition. The paper states that, within the "problem-posing" method, the authoritative power becomes useless; arguments that must be taken on faith become irrelevant. The author states that he does not support Freire's position because he does not feel that he is being dehumanized in the lectures, nor are teachers his oppressors.
From the Paper:
"The aspect of time deserves more attention in the discussion of the "problem-posing" method. That which may seem quick and efficient in the short-term may prove to be tedious and sorely inefficient in the long-term. A teacher that expresses something she holds to be true to a group is quick and easy. It can be argued that more topics are addressed, but how much is retained by the receptacles of this quick and easy method? Letting the discovery occur naturally, will inherently take much longer with respect to time, but how much of this will be held in the continual cognition of the being? In addition, a method of examination would be equally or more difficult to create for this continuously changing knowledge acquisition. This increase in the expectations of the teacher might compensate for the lesser role in the class group setting. Nothing can be created in advance that will continue to be concrete over time."
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