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The term banking model of education was first used by Paulo Freire in his highly influential book Pedagogy of the Oppressed. [1] [2] Freire describes this form of education as "fundamentally narrative (in) character" [3]: 57 with the teacher as the subject (that is, the active participant) and the students as passive objects.
Freire urges the dismissal of the banking model of education and the adoption of the problem-posing model. This model encourages a discussion between teacher and student. It blurs the line between the two as everyone learns alongside each other, creating equality and the lack of oppression. There are many ways the banking model of education ...
In terms of pedagogy, Freire is best known for his criticism of what he called the "banking" concept of education, in which students are viewed as empty accounts to be filled by teachers. He notes that "it transforms students into receiving objects [and] attempts to control thinking and action, lead[ing] men and women to adjust to the world ...
This is the banking model of education, in which the scope of action allowed by the students extends only as far as receiving, filling and storing the deposits. [13] Thus, projecting an absolute ignorance onto others, a characteristic of the ideology of oppression, negates education and knowledge as a process of inquiry. [14]
Critical pedagogy advocates insist that teachers themselves are vital to the discussion about Standards-based education reform in the United States because a pedagogy that requires a student to learn or a teacher to teach externally imposed information exemplifies the banking model of education outlined by Freire where the structures of ...
Problem-posing education, coined by the Brazilian educator Paulo Freire in his 1970 book Pedagogy of the Oppressed, is a method of teaching that emphasizes critical thinking for the purpose of liberation. Freire used problem posing as an alternative to the banking model of education.
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Freire emphasizes the importance of the relationship between educators and students and continues to fight against the banking model of education. [ 2 ] In the "Afterwards", Ana Maria Araújo Freire reflects on her husband's work, and concludes by introducing the triangle of her reading of the world: "prohibition, liberation, and hope".