Problem-Posing Versus the Banking Systems of Education - Essay Example

Problem-Posing versus the Banking Systems of Education Education There are two different concepts of education according to Paulo Freire. He contends that education comprises of the banking and the problem- posing systems. Majority of schools in America and throughout the world use the banking system. In this system, the teachers are unequal with the students and they dictate notes to the students. The problem-posing system on the other hand is one that the students and the teachers are equal. Both the students and the teachers learn from each other as they interact in the learning process. In his opinion, the problem posing system is superior to the banking system because it helps the students develop the ability to think critically. The students are able to think imaginatively. He contends that no matter the amount of course work that one learns under the banking system, they are challenged when it comes to making decisions about life. The students in the banking system memorize the course contents for the sake of passing the tests but they later forget and cannot apply the concepts learnt in school in real life experiences. He observes that the banking system tries to control the thinking of the students thus inhibiting their creative power. The problem posing method helps both the teacher and the students in learning new ideas as they interact in class. One can easily identify with Freire’s arguments on the two systems of education. Although majority of schools and teachers believe in the banking system, there are still some that use the problem-posing system. It is therefore easy to get a clear distinction between the two systems. Different teachers use varying teaching methods and this greatly affects the attitude of the students towards certain subjects. In a class where problem posing system is embraced, the students are more likely to have a positive attitude towards the units they are taught as compared to one that uses the banking system. The system allows the students to think imaginatively outside the area being taught in class. The students are free to share their thought openly with fellow students and the teacher. This boosts their confidence and their creative ability because they are not restrained to think in a particular way. The system allows the students to confidently express their perceptions about the world. Math is one subject that is perceived to be difficult by majority of the students but with the use of problem-posing system it is a subject just like any other. My attitude towards the subject changed in the fifth grade when I was transferred to a school that embraced problem-posing system. In my former school, the teacher was the source of knowledge and he did not interact well with the students. The wok of the students was to listen and write notes as they appeared on the board. The students did not complain about the education system probably because they had not experienced a different approach to teaching. In my new school things were very different. The students interacted freely with the teachers and they could ask for clarification in areas they could not understand. The teacher also learnt from the students. To get answers to math problems, the teacher could show a certain method and a student could come up with a different method but leading to the same answer. This way, both the students and the teachers learnt and the students always looked forward to the math classes. The experience from the problem-posing system to problem-posing system helped improve the grades in math. It is from my experience with the problem-posing system that I understood the meaning of authentic action and thought as proposed by Freire (Freire, 226). I realized that I was able to solve math questions using different methods from the teacher’s. I could confidently hold a different opinion from the teachers even in other subjects without fear of criticism. It was easy for me to communicate with my peers and without fear and I was original in everything I did. I was conscious of my consciousness mainly because I could apply the creativity I had in solving real life problems. Reflection is an important aspect for both the teacher and the student. It helps them think deeply about the knowledge gained in class and how well they can apply this in their real life experience. Through reflection, people find their purpose of living and they work their bets to get where they want to be. As Freire observes, reflection enables one to pursue humanity to the maximum (Freire, 224). The teachers and the students need to share their knowledge because that is the only way they can learn. Learning, according to Freire is a way of reflection, authentic thinking and constant communication with others. The educators in the banking system therefore do not achieve full learning because there is no room for the students and the teachers to share knowledge. In Freire’s opinion, there is a difference between the terms spectators and re-creators in relation to education (Freire, 219). The students in the schools in the present times will be the ones entrusted with major careers such as teaching in the near future. It is therefore important for them to absorb the concepts they learn in class but this, according to Freire can only happen in a problem-posing system. In a match, the spectators do not participate much in the games. The players are the ones who put most of their energy in the game but the spectators have a role of cheering the players in the end. Similarly in the banking system, students do not have an active role in the learning process except when they are given tests. They act as spectators when they should be active in the learning process so as to be re-creators. They can only be re-creators by using the creativity developed in the problem-posing system. The teachers in the banking system act as if they are more knowledgeable than the students. They merely deposit information to the students who then become the receptors of things they do not even understand (Freire, 217). This method prevents the growth of intellectual capacity of the students. Freire is concerned about the people who merely exist in the world and those who take active measures to contribute to the world. He gives an example of objects that are always placed in front of the table such as the coffee cup and books. In such a case, one is usually aware that he objects exist but they are also aware that they do not exist within them. They can consciously choose to pick the book and read because it is accessible to them or take coffee for that matter. Picking the book to read or taking coffee is an accessible consciousness but one may decide to do nothing with the objects even with the knowledge that they exist. The point that Freire was emphasizing is the importance of applying the concepts learnt in class in real life experiences. The students who go through the banking system are aware of the existence of various concepts but they cannot be able to apply them in life. The teachers ought to embrace the concept of problem-posing so as to enhance learning. Freire uses some of the concepts by Marx, that is, alienation and praxis. Alienation is a situation where one does not provide labor as required. This is what happens in the banking system of education where the teachers do not offer the best of their knowledge. They simply deposit the notes into the students and later give them tests to show the best students. The essence of the tests is not to show how well the students have understood the topics learnt because they soon forget everything they memorized. The labor in schools that use the problem-posing system is not alienated because they give their best. The students are able to develop vital skills that can be sued in real life experiences. They conceptualize the materials learnt in class and are therefore conscious of the consciousness. The concept of praxis as used by Freire describes the problem-posing system of education where the teachers and students interact. Praxis may be used to the act of applying ideas that one gains in class. It includes active participation of the parties involved in the learning process. Praxis involves critical thinking and reflection about various issues in life. The concept can be used by the people who feel oppressed, that is, the students, to transform the education system. Through reflection and action, the education system can change for the better. Using the appropriate teaching methods is beneficial to the students and the teachers as well. Freire’s opinion on the superiority of the two education systems is accurate and it is high time the teaching fraternity adopted the problem-posing system. There is no need for the teachers to continue oppressing the students by acting as if they know everything while the students know nothing. The teachers can also learn from the students thus they should encourage an engaging learning atmosphere. The art of memorizing reading materials without understanding the concepts denies the students a chance to think creatively. However, the banking system is not entirely inappropriate in teaching. For instance, when a teacher is introducing a unit, it may be the best method to use but should be integrated with problem-posing system later in the lesson. The tests done in schools are mainly a product of the banking system but this should change. There should be various methods of testing whether the students have grasped the course contents apart from the standardized exams. This might reduce the tendency of the students to memorize their notes. It is important for the students to take up the praxis concept as proposed by Freire so as to challenge the teaching methods. Their reflection and critical thinking will help them devise a new course of action so as to improve the education system. References Freire, P. (2000). Pedagogy of the oppressed. New York: Continuum. Read More