In today's society education has been formed to be a systematic cycle in which certain standards, set by Americas' forefathers, must be reached in order for one to become "knowledgeable. The government calls on "enforcers," properly known as teachers, to keep the cycle of standards administered, never allowing original thought to take place in the learning environment. However, every once and a while an enforcer (teacher) rebel's against our forefathers teachings. Instead of teaching students the way things are, this teacher gives the students the ability to think outside the box, to critically view themselves and their surroundings. By watching, Dead Poets Society, Finding Forrester, reading Paulo Freires' The Banking Concept of Education, as well as looking back at personal experiences, one can begin to understand the difference between thinking for oneself as well as thinking what society wants us to think.
             Many classes I have encountered have been structured in a way where I, as the student, am dictated to, justifying all opinionated knowledge as the way things are. As an adolescent the ability to think for myself began to diminish; in its place came standards that our society's forefathers set forth in order to "help" our species evolve. This treatment of education embodies an overpowering stigma that stayed with me, not allowing me to grow as a scholar. Paulo Freire classifies this teaching as "the banking concept." In contrast to this concept comes a liberating method entitled "problem-posing education." This concept "epitomizes the special characteristic of consciousness" (Freire 265) allowing a student to get the full gist of what is being taught and how it affects them in the real world.
             During my Applications of Algebra course I realized that the information that was given in the course was lectured into the students, similar to the banking concept. A dictatorsh...