Freire is promoting a concept of education that is recurring in its relationship between teacher and student, where they are not only interchangeable, but also coexisting. The teacher learns from the student while simultaneously teaching, and the student does the same. Their new view of reality is coauthored and continuously expanding, though still individual to themselves as additional to their own historic reality. Freire’s belief is that depositing a state sponsored view of reality formulated by a ruling elite is oppressive and violent, and ultimately subjugates the student into a subservient class to the elite. Liberation from the oppression of the elite and the banking concept, education is achieved by revolution caused by his process of problem-posing education. In the new relationship between student and educator, reality becomes part of the student and teacher, no longer separated by an artificial construct of them and us, right and wrong, or good and bad. When fully immersed in reality with a full dialog between student and teacher based on logical deduction, both are able to affect reality and change their conditions to meet their desires rather than adjusting their ambitions to the demands of society and the ruling elite. Freire expresses this as consciousness within, around, and outside of the student/observer. The liberation that follows allows the student to create their own reality, in which includes valuation, determination, and humanism.
In any high school History class you can find that the idea of ‘the banking concept’ is quite believable. Certain people write the books that we must study, and in most cases we find only one side to the story, the side that makes America seem as if it does no wrong. Most teachers express their ideas of the past and we are forced to accept it, because most students don’t know any better. In these same classes we have students that challenge the teacher and open the views of all the students in the classroom, which allows a flow of may new ideas.