In Pedagogy of the Oppressed, Paulo Freire talks about what he calls the banking device of schooling. In the banking machine, the student is visible as an object wherein the teacher must place statistics. The student has no duty for cognition of any sort; the pupil must certainly memorize or internalize what the teacher tells them. Paulo Freire turned into
very a great deal opposed to the banking machine. He argued that the banking device is a gadget of control and no longer intended to educate efficiently. In the banking system, the teacher is meant to mildew and exchange the students’ behavior once in a while in a manner that almost resembles a fight. The teacher tries to force information down the student’s throat that the scholar might not agree with or care about.
This procedure, in the end, leads most students to dislike faculty. It also leads them to increase resistance and a negative attitude toward learning in standard, where most people might not seek knowledge unless it is required for a grade in a class. Freire’s idea that the only manner to have a real education, in which the students have interaction in cognition, is to change the banking machine into what he defined as
hassle-posing education. Freire described how a hassle-posing academic device ought to work in Pedagogy of the Oppressed via pronouncing, “Students, as they may be more and more posed with problems regarding themselves in the international and with the sector, will experience more and more challenged and obliged to respond to that challenge. they understand the challenge as interrelated
to different problems within a complete context now not as a theoretical question, the ensuing comprehension tends to be more and more vital and therefore constantly much less alienated”(81). The instructional system advanced by the Italian medical doctor and educator Maria Montessori provides a tested and effective form of trouble-posing schooling that leads its students to increase their desire to analyze instead of inhibiting it.
Freire provides fundamental problems with the banking concept. The first one is that a pupilrequired to be cognitively energetic inside the banking idea. The pupil is supposed to really memorize and repeat information, not to apprehend it. This inhibits the students’ creativity, destroys their interest within the difficulty, and transforms them into passive newbies who don’t recognize or trust what they’re being taught but receive and repeat it because they don’t have any other option.
The 2d and extra dramatic outcome of the banking idea is that it offers big energy to folks who select what is being taught to oppress folks that are obliged to learn it and receive it. Freire explains that the problems lie in that the teacher holds all the keys, has all the solutions and does all the wondering. The Montessori technique to training does the exact opposite. It makes college students do all the wondering and hassle fixing to come to their own conclusions. The teachers virtually assist manual the pupil. However, they do not inform the pupil what’s actual or false or how trouble can be solved.