banking concept

Melvin L
28 September 2013
Problem-Posing: Solution to “Narration Sickness” Paulo Freire says teachers are narrators that only feed students information. The students act like containers, turning into receptacles that the only way taught are by being filled with what the teachers tell them or narrates to them (Freire 1). This is why education suffers from narration sickness. Throughout the years many teachers around the world have been applying the “Banking concept” towards the way they teach their students; and in my perspective it is not the best way of implementing the kind of learning our children need in the future to help them succeed in life. Throughout my education teachers have expected me to memorize facts. They would narrate details without thinking about how the concepts of their teachings would relate to the real world. This “Banking Concept” prevents students from using their cognitive skills; therefore, they are not prepared to make clear decisions in the real world where as the problem- posing method offers a solution to this narration sickness. Narration sickness made me experience the lack of knowledge teachers transmitted to the students. In Global History class, back in high school, preparing for the Regents was simply just receiving and memorizing information. “In the multiple choice section, when you see the word Mediterranean Sea, immediately think of the Romans and that’s your answer!” This was the kind of lesson being taught by my teacher to help us memorize facts. It was a process of forced memorization of information that did not allow the students to think of why the answer was not otherwise. As a result, students in class were not listening and not interested in the topic. It was just part of a system of education that was mandatory. All high school students must take a global regents examination; no one cared about the history or how it would be a necessity for the future. Many students questioned the teacher, “Why do we have to learn this? We won’t need this history in the future, what is done is done!” The teacher would simply reply, “It is necessary because you need to pass the regents in order to graduate”. Catching narration sickness seemed to be the only solution to making it through regents exams. The “Banking Concept” of teaching where the teacher fills the student with information doesn’t really benefit the teacher or the students. If a student scores well on the regents then the teacher taught well; if the student fails then the teacher taught poorly. Exams dominate a student’s life and a student’s knowledge should not be based on questions and answers but on reflections of themselves in society and their goals for the future. My “Problem-Posing” experience with education is currently occurring with my Speech Class 101 where I am required to present speeches in front of class. This will definitely help me in the future with presentation skills. In high school, we would only get details and an outline of how to speak in front of class but never how to formulate arguments or brainstorm ideas on a subject. I would have to present in front of class without any experience in order to pass but never did we try and present for the sake of practice. As the “Problem- Posing” method suggests, the interaction with other students in my speech class and with the professor allows all of us to learn from one another. “The teacher and students reflect simultaneously on themselves and the world without separating thoughts and actions (Freire 9).” An experience I am having when applying the “Problem Posing” method, is currently with my speech class 101. Our assignments consist of delivering speeches in front of class while the student listens, takes notes and as a result we all pick up a variety of skills. This type of interaction enables the class to be more open-minded about different topics and ideas. Freir’s “Banking Concept” of education limits the students’ freedom and isolates them from the world because they are not able to perceive themselves in the real world. “Education as the practice of freedom—as opposed to education as the practice of domination—denies that man is abstract, isolated, independent, and unattached to the world; it also denies that the world exists as a reality apart from people” (Freire 8). Students and teachers are supposed to learn from one another. Education is not to be controlled; it is to be free of teachings that want to dominate aspects of knowledge. In addition, I infer that Freire’s ideas from his statement would also support mine; furthermore, as he states, “In problem-posing education, people develop their power to perceive critically the way they exist in the world with which and in which they find themselves; they come to see the world not as a static reality, but as a reality in process, in transformation (Freire 8).” Freire’s idea of the “Banking Concept” is the kind of education given to students now instead of teaching them the “Problem-Posing” method that would benefit students more in real life situations. The “Banking Concept” of teaching prevents students from thinking critically of themselves as individuals in society. This prevents students from being able to problem-solve in the real world and keeps them in a state of mind that does not let them think beyond facts and details. The problem-solving method, according to Freire, evokes new challenges followed by new understandings of the world and allows the students to see themselves as committed and as part of the real world because they think for themselves (Freire 8). Giving the students the opportunity to think critically for themselves helps them solve problems they face about identity and belonging. They think more about their individual role in society. While the students seek for their answers they become more conscious about their roles in the real world and about their future goals.