Everyone has a different way of learning. Some enjoy listening to lectures and taking notes, others enjoy having a hands-on learning experience, and there are other people that enjoy doing both. I will be discussing two learning techniques that Paulo Freire discussed in his analysis of a teacher-student relationship entitled, “Pedagogy of the Oppressed.” One of the techniques discussed is called the “banking” concept, and the other is called the “problem-posing” method.
I will first discuss the concept of banking, where you have the students as depositories and the teacher is the depositor. With the teacher, or educator, as the narrator in the classroom, the students are lead to memorize what is said. For example, the educator may say, “The square root of 100 is 10.” Later, when asked what the square root of 100 is, the students will respond with the answer 10, without knowing how they got the response. To the teacher, the more information that is fed to the students, the better he or she is as a teacher.
In education, there must be a solution of the teacher-student contradiction, but this solution c
. . .
Instead of pounding information into the minds of the students, the teacher presents the material to the students for their consideration. During the second, he explains about that object to his students. For those who use the banking approach fails to notice that the deposits themselves contain contradictions about reality. They see the world not as a static reality but as a reality in transformation. The students remember the material, therefore, not wasting any of the time of the instructor. In contrast, this “banking” system maintains the contradiction through the following practices: (1) the teacher teaches and the students are taught, (2) the teacher knows everything and the students know nothing, (3) the teacher thinks and the students are thought about, (4) the teacher talks and the students listen, (5) the teacher disciplines and the students are disciplined, (6) the teacher chooses and enforces his choice, and the students comply, (7) the teacher acts and the students have the illusion of acting through the action of the teacher, (8) the teacher chooses the program content, and the students adapt to it, (9) the teacher confuses the authority of knowledge with his or her own professional authority, and (10) the teacher is the subject of the learning process, while the students are mere objects. The problem-posing method does not separate the activity of the teacher-student, meaning, the teacher is not “cognitive” at one point and “narrative” at another. But now, I want to know how do we get students to actually attend class to see their studying methods and what works best with them. The other method (the problem-posing method) is a more active type of learning, where you have the students participating in hands-on experiments and communicating with their peers. The role of the problem-posing educator is to create with the students.
The more useful of these two concepts, in my opinion, is the problem-posing method.
The banking concept recognizes two stages in the action of the education. It is a little more complex to understand, but learning-wise, students get more from it than just sitting down, listening to lectures and taking notes. On top of that, they have fun while they’re learning.
Approximate Word count =
753
Approximate Pages =
3 (250 words per page double spaced)
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