I thought that the analogy of the "The Banking Concept of Education" to be quite useful as an example of how not to run a classroom. The teacher as master/student as empty vessel concept illustrated a very inflexible set of viewpoints and methods. I liked the concept of "Education of the practice of freedom as to opposed to education as the practice of domination" and the discussion of authentic reflection posed in the article.

In this chapter Friere gives many reasons why teaching with a social reconstructionist framework in mind can be a valuable experience for us as teachers and for our students as well. It is important that we approch teaching with a dose of humility and understand our role as teachers. While at times we transmit information for our students we have find a way to engage our students to foster an equal exchange of ideas. I appreciate the view that students are not simply passive receptacles for knowledge waiting for an all knowing teacher to fill that supposed void. We know that students do not come to our classes as empty beings lacking any kind of life experience or knowledge. It is our job as teachers to encourage students to express their knowledge and build an understanding of their indentities to the end of contributing to a critical curriculum. Sabrina

Wow, I read the first half of this yesterday and finished this today. I can see why his radical notion of a necessary "revolution in education" can upset those benefiting from the status quo. And I wonder, given the remarkable current events of the financial world these past years, if the banking model for education could be considered as "bankrupt"?
-Serge For sure Serge!!!

I thought that this reading was the perfect follow up to the presentation on the humanist philosophy of education today. The transformative educational experience of individual learners through acquiring consciousness according to Freire is to me an affirmation and elaboration of the humanist philosophy. Meral

As I read the Friere article and began to understand 'banking' it was difficult for me for me to get my head around that there are teachers who actually follow this concept. As the article said some a aware, as some are completely oblivious that they fit under this category. Banking education promotes women and men as objects, teachers being "nercrophilious". The definition of a necrophilious person is one who loves all that does not grow, all that is mechanical, transforms the organic to inorganic, encourages memory rather than experience, and loves control. This type of teaching is just transforming our students into robots. As Meral stated it does tie in nicely to the humanist philosophy that was presented today. Problem-posing is the polar opposite to the banking concept which includes promoting creativity, the teacher constantly re-forms his reflections in the reflection of the students. The teacher and student work together to co-investigate, as everyone learns together which are actions of the humanistic philosophy. -Kim

I really like the following quote from the reading.

"The teacher is no longer merely the-one-who-teaches, but one who is himself taught in dialogue with the students, who in turn while being taught also teach"

I like this because I have had many conversations with my colleagues about how we learn so much from our students, not just on a personal plane but it enhances our understanding of the content we are teaching. It is therefor surprising that this was such a revolutionary idea when Freire wrote it in 1968, merely 43 years ago.
- Tor