Freeman Interpretation of My Partners Story In the essay “The “Banking” Concept of Education”, Paulo Fire reviews the dominant and popular concept of education, the “banking” model of education. In this approach to education, students are only able to listen to the teacher and memorize what teacher says, including facts, formulas, disciplines, etc. They do what the teacher requires, without question. In this relationship, students and teachers are not equal. The teacher is the person who dominates the entire class and has absolute authority.
The students are the audience – they cannot have their own opinions but receive their teachers’ “narration. ” It Is not difficult to Imagine the scene: students like bank accounts and teachers “deposit” knowledge in these accounts, whether the students are willing or not. This is how Fire describes the “banking” model of education. In the following paragraph, I’m going to further discuss “banking” education according to my partner Yang’s experience. In today’s China, the “banking” model of education Is a phenomenon. One can observe It almost in every school, no matter what kind of school.
They all operate in the same mode: teachers elaborate how to solve typical problems to their students and leave them a lot of homework, then check their homework and help them to correct their errors. Everything is proposed by the teacher, and students are discouraged from thinking critically or questioning about what teacher taught them. If a student puts forward a novel idea or has a question about the class, it may provoke the teacher to think of the students as “naughty’, disturbing the atmosphere of the class and “humiliating” he teacher.
Here’s an example from my partner: When I was In primary school, I was curious about everything and I always asked the questions. After few times, the teacher gave me a book which called “tell me why” and told me that I cannot ask the childish question again. I’m afraid of teacher and then I will not ask the question even if it makes me confused. These years I follow the teachers’ way and do all the things that teachers want me do. Sometimes I find I am a doll and do what other said. I lost my mind and I cannot express my pollen because I become shy (Yang 1).
As we an see, the “banking” model of education caused a psychic trauma on my partner which was difficult to heal. According to her experience, the “banking” model of education is inhuman and seriously discourages the students’ passion for exploring, and their perceptions of the world can only be given by their teachers. This is described as “consciousness” in Firer’s essay: Implicit in the “banking” concept is the assumption of a dichotomy between human beings and the world: a person Is merely In the world, not with the world or with others; the Individual Is spectator, not re- aerator.
In this view, the person is not a conscious being (corp. conscience): he or she is rather the possessor of a consciousness: an empty “mind” passively open to the reception of deposits of reality from the world outside. For example, my desk, my books, my coffee cup, all the objects before me-?as bits of the world which surrounds me-?would be “inside” me, exactly as I am Inside my study right now. This view makes no distinction between being accessible to consciousness and entering consciousness. I née Locomotion, never, Is essential: ten dejects winch surround me re simply accessible to my consciousness, not located within it.
I am aware of them, but they are not inside me (Fire 321). It’s not difficult to imagine what will happen if people lose their consciousness. Consider this, if this phenomenon continuously develops, what kind of student will graduate? What character can they play in this society? Do they have the spirit of innovation? A possible answer to these questions is that they can solve the problems on paper, but they cannot apply the method to a practical problem. They are incapable of creative thought – Just like computers. Yet the real situation is that computers have better performance than human beings at calculating and other repetitive work.
Also, because of the lack of innovation and creation, science research may be stagnant. This can lead to the stagnancy of social evolution over time. Fire has his own philosophy to deal with this serious problem. In contrast to the “banking” model of education, Fire put forward the concept of “problem posing” education. In such educational mode, students and teachers should set up a new relationship: they are not unequal anymore; students can express their thoughts freely and discuss their thoughts with the teachers.
Just like what Fire wrote in his article, “… 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” (Fire 324). It’s not difficult to imagine that the teachers and the students do not have to separate from each other clearly, because in this new relationship the teacher can also learn a lot from the students. There is no explicit limit of who is the teacher and who is the student. Therefore, Fire has drawn the conclusion. “…
In this process, arguments based on “authority’ are no longer valid; In order to function, authority must be on the side of freedom, not against it” (Fire 324). I believe that Fire has developed a really brilliant alternative approach to education. Surely, it is quite easy for a student to get a “banking education”; however, for a long-term perspective, this is not a good way for students to strengthen their ability of critical thinking. This may cause the descent of creation and the increase of plagiarism. Finally, it could lead to the worst imaginary situation – the stagnancy of social evolution.
However, on the other side of the coin, “banking” education has its own advantages which are not ignorable. As my partner introduced in her essay, “banking” education is pragmatic. Although students cannot remember all the things that teachers want to “deposit”, yet through the progress of trying to remember, a lot of information will remain in our mind. Even if the knowledge is hidebound, it can help student to gain a deeper impression on what they are learning. As a result, they may lose some ability of critical thinking, but they gain more information and have a wider scope of knowledge (Yang 2).
As for this view, I have a personal story to share with you. When I was in the primary school, our Chinese teacher always asked us to recite famous ancient poetry. At first, I was really disgusted about reciting these long and obscure sentences. However, when I went to high school and the teacher asked us to write essays, I found that the appropriate quote from beautiful poems made my essays more vivid and impressive, which provided a good pull on my essays’ grades. So, in my partner’s opinion, there’s no fixed best approach to education, it depends on what you are learning and what kind f educational approach is more suitable for you.
She is not a supporter of “banking” coeducation or a protester AT “problem posing” coeducation, seen stands Day ten one winch is the more suitable for her current conditions. Surely, as Chinese students who have already accepted “banking” education for over 10 years, it is difficult to switch to “problem posing” education suddenly. In my perspective, the most appropriate way to deal with this situation is to continue having “banking” education, but add more discussion parts and critical thinking questions in the process of delivering “banking” education.
To conclude, both “banking” education and “problem posing” education have their own advantages. Hence, the best option for us is not taking either of them but integrating them. For example, we can use the “banking” approach for our fundamental education in order to give the students the basic idea about most aspects of our world. Then, as students grow up, we can switch to the “problem posing” approach, by which can inspire the students to be more creative. After all, we should try to find a most appropriate way for ourselves to obtain a balanced education which is beneficial to our integrated development. Works Cited