In my entire life, this article is the toughest one to be understood. It is tough not because the idea that the author wants to deliver, but the vocabularies and grammars the author uses.
The article is "The Banking Concept of Education" written by Paulo Freire. In this article, Paulo put forward two different perceptions of education. He advocates that we should transform the traditional narrated educating manner to conversational education. Essentially, the difference is interacted conversation.
One perception is banking concept educ ation. In this perception, the students are regarded as "depositories" and the teachers are"depositors." They, as "pathology of the healthy society", are imbued that in order to "be integrated into the healthy society", they must be cured; in order to understand the "truth" of this world, they must be taught; in order to be humanized, they must be domesticated. With the purpose of "helping" them, the teachers, who knows all the knowledge, verbally tell them the "truth" and require them to memorize it. The students are not called upon to understand it. Since the teachers are the embodiment of the "truth" and the students are the foolish, their talks are always unidirectional. In result, this structure empowers the teachers to become the oppressor and disgraces the students to become the oppressed.
Compare to the banking concept education, the author introduces another perception which is problem-posing education. In this perception, the students think critically. They find out questions by observing the world and settle the questions with teachers together. There is no structure of "teacher-of-the student" and "student-of-the-teacher." Instead another structure emerges: "teacher-student and student-teacher." The teachers are not the authority of the truth any more. Through conversation, both teachers and students gain knowledge from each other.
Reflecting on my own school life, I was perfectly the oppressed. One of the examples is in the end of my senior year in college in China, I had one class left which was internship. The school forced us to have our internship in Volkswagon which was business partner with my school I rejected the internship and proposed that I could find internship place by myself. Then some faculty of the school told me that I need to comply with the school so that I could be a good student. I still rejected it. This time, the faculty threatened me that I would fail this course. I didn't listen to the faculty and had internship done in my way. Eventually, the school granted me the degree which was exactly same with others.
The article is "The Banking Concept of Education" written by Paulo Freire. In this article, Paulo put forward two different perceptions of education. He advocates that we should transform the traditional narrated educating manner to conversational education. Essentially, the difference is interacted conversation.
One perception is banking concept educ ation. In this perception, the students are regarded as "depositories" and the teachers are"depositors." They, as "pathology of the healthy society", are imbued that in order to "be integrated into the healthy society", they must be cured; in order to understand the "truth" of this world, they must be taught; in order to be humanized, they must be domesticated. With the purpose of "helping" them, the teachers, who knows all the knowledge, verbally tell them the "truth" and require them to memorize it. The students are not called upon to understand it. Since the teachers are the embodiment of the "truth" and the students are the foolish, their talks are always unidirectional. In result, this structure empowers the teachers to become the oppressor and disgraces the students to become the oppressed.
Compare to the banking concept education, the author introduces another perception which is problem-posing education. In this perception, the students think critically. They find out questions by observing the world and settle the questions with teachers together. There is no structure of "teacher-of-the student" and "student-of-the-teacher." Instead another structure emerges: "teacher-student and student-teacher." The teachers are not the authority of the truth any more. Through conversation, both teachers and students gain knowledge from each other.
Reflecting on my own school life, I was perfectly the oppressed. One of the examples is in the end of my senior year in college in China, I had one class left which was internship. The school forced us to have our internship in Volkswagon which was business partner with my school I rejected the internship and proposed that I could find internship place by myself. Then some faculty of the school told me that I need to comply with the school so that I could be a good student. I still rejected it. This time, the faculty threatened me that I would fail this course. I didn't listen to the faculty and had internship done in my way. Eventually, the school granted me the degree which was exactly same with others.