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The students instead of becoming learners remain in a

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Unformatted text preview: nformation. This is known as the banking system. Basically, education is the act of depositing. The students are seen as “empty vessels” that need “filling.” A contradiction is created and maintained rather than restoration. The students adjust to the “deposits” which lead to less development of “critical consciousness through intervention in their world as transformers of it.” The students, instead of becoming learners, remain in a dormant, and passive role; the more they adapt to the their surrounding as it is, instead of how it ought to be, they become dehumanized. “Banking” deposits man’s “fatalistic” perception of their current situation. Instead, a discourse, or a co- intentional education, should be practiced between teacher and student. This gives a person the capability to act and reflect. Along with that, it gives a person the ability to process information, to question, to analyze, and to discover reality. Co- intentional education allows women and men to authentically reflect who they are in relation with the world, and to realize that a problem does exist. It is the pursuit of humanization. Chapter 3 emphasizes that dialogue in education is essential. This leads to freedom. Like Freire introduced earlier, two components are crucial to dialogue: reflection and action. One cannot go without the other. Without action, it be...
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