The Banking Concept of Education

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In “The Banking Concept of Education” Paulo Freire (1970) discusses the static and narrative structure of education in which the teacher is the narrator and students are “patient listening objects” due to which education suffers from “narration sickness”. I do agree that there are some classroom instances in academic education where the relationship between the teacher and the students is a static one and where bookish academic knowledge is passed on from the teacher to the student in a highly “motionless, static” manner where students are expected to listen, memorize and reproduce what they have been taught (Freire, 1970). However, I do not feel that the entire concept of education is flawed.

Education is a lifelong process in which an individual is not only involved in classroom learning but grows steadily and learns to think independently through the varied experiences which life offers. The process of learning which occurs through this personal experience is the actual and best form of education that remains for life rather than a lesson learned by rote learning, which may be forgotten after a period of time. My education at boarding school has enabled me to develop as an independent and mature individual, not only with the bookish academic knowledge but more importantly, the knowledge of life. This knowledge has emerged “through invention and restlessness” as opposed to the “banking concept of education” in which “knowledge is a gift bestowed by those who consider themselves knowledgeable” making the concept an absolutely flawed one (Freire, 1970).

In the paper, I agree that knowledge gained through experience and active interaction is the most ideal form of knowledge as opposed to the “banking system” in which students are mere receivers and the teacher plays the role of transferring knowledge in a static environment (Freire, 1970).

I have been fortunate to experience life independently, rather than being dependent on my elders and superiors, thanks to my father who firmly believed that I should develop as a useful and mature individual as opposed to a useless and spoilt person. These were my father’s final words before I finally agreed to go to boarding school at the age of thirteen, as per his wishes. Being brought up in a closely-knit family atmosphere, I was shocked and wondered why I was being sent away from my family. Needless to say, I was in a state of shock as leaving home for a new place, was, at that time was a big hit.

I was extremely attached to my home and family and firmly believed that “there is no place like home”, a place where one is loved and cared for, one of the most secure places in the world (Freire, 1970). I was completely aware that not only would I be departing from my loved ones, but also my friends, most of whom I knew since childhood. I was torn and depressed but the decision had been taken and soon I departed from my friends and family with the promise of keeping in touch. The biggest blow of this separation was the comfort zone from which I was pulled out, leaving behind all, teachers, school, neighbors and friends, and of course parents and family. Not only was I thrown into a completely new atmosphere, but I also had to begin from scratch by learning a new language.

At the age of thirteen, I was facing challenges that I took time to cope with; nevertheless, struggled and finally succeeded. Looking back six years into the past I now recall all those memories and am more than indebted and thankful to my parents for taking this crucial decision in life – one which has benefitted me tremendously. Not only has this decision changed the course of my life, but it has also provided me with the true experience of life, one which has taught me real-life lessons.

A third of my life was spent at boarding school at Aiglon College where I clearly understand the concept of praxis education as explained by Freire (1970). Aiglon practiced the concept of independence and our curriculum was designed in a manner that supported this doctrine. From the beginning, we were supposed to think and live independently, a trait that was reinforced in us students through specific drills and practices. While our boarding life was one of discipline and hard work, even our weekend schedules were designed to promote facing struggles in life, independently. On weekends, we were sent out for camping expeditions to forests, which at that time was a painful experience we students did not look forward to very much, but looking back now, I realize, how much I gained from those experiences, which have now firmly situated themselves as some of the best memories of my life. I distinctly recall the first few weekends where we were being trained to accomplish the military version of our expedition, which was one of the most basic training we received.

We were provided with a box which included a plastic layer from which we had to make a tent. Other basic necessities which we were provided with included a rope, a lighter, and about two kilograms of pasta to last us for our lunch and dinner for two days. The expedition also required us to compete with five other teams and the team which got the reward got a ride back to school while the others had to walk back ten miles. Needless to say, the fight was tough since not only had we to fight to win, we also had to learn to face nature and the severe rains which lashed at us.

The tasks assigned to us were intelligently designed in such a way that they required certain skills present only in some of the team members. While this helped hone the existing skills in those of us who had these skills, the rest also benefitted from this experience by acquiring and learning new skills. Those of us with skills had to display patience and leadership qualities so as to bring out the best in the other members of the team and succeed with joint efforts. Some of the tasks included finding extra food from the forest or a shootout. We ultimately began to enjoy the tasks and learned how to function as a team, making the experience as enjoyable as possible.

The experiences I gained have made me realize that there are inherent flaws in the banking approach to education, in which students are not allowed to critically evaluate and deal with practical real-life situations. Learning is not a passive process in which the learner is a recipient of the knowledge narrated by the teacher, but rather is an active participant in the process of acquiring new information so that it will remain for life and can be used in different life situations. Knowledge and education should not serve the purpose of turning men and women into “automatons” but should make them more active in their thinking process so that they critically evaluate all situations and deal with them through their experiences and knowledge (Freire, 1970).

These experiences also enabled us to develop close healthy relationships with peers and classmates. These situations and experiences also facilitated me to understand and learn about the true nature of individuals with whom we deal closely. I also learned to recognize the hidden motives of those with whom we interact and deal closely in life, a lesson that is priceless and stays with one for life.

The young age at which I was sent away from home also made me realize the importance and significance of my family and parents at a deeper level. The one crucial decision which my father made at the right time has equipped me to face the world and made me a completely independent individual. I have developed as a considerate, humane, and kind person with an independent mind and a desire to learn and succeed in life. The education I have gained from staying at boarding school is consistent with the “raison d’etre of libertarian education” in which an individual learns through a “drive towards reconciliation” (Freire, 1970). Knowledge has emerged through “invention and re-invention, through the continuing, hopeful inquiry human beings pursue in the world, with the world and with each other” (Freire, 1970).

Finally, I would like to conclude that education is a lifelong process in which an individual learns not only through academic knowledge but through interactions with teachers, peers friends, and the world within which they exist and function. I do not believe in a concept of education where knowledge is merely transferred from the teacher to the student, but truly have faith in a system where knowledge is mutually shared and gives the teacher as well as the student an opportunity to grow.

References

Paulo Freire, “The “Banking’ Concept of Education” from Ch. 2 of Pedagogy of the Oppressed by Paulo Freire. Copyright 1970 by the author. Reprinted by permission of the Continuum Publishing Company. Available in Ways of Reading, third edition, edited by Bartholomae, D., and Petrotsky, A., Boston: Bedford Books of St. Martin’s Press, 1993.

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The Banking Concept of Education

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