Banking Model: Difference between revisions
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<blockquote class="definition">'''Banking Education''' is a term coined by [[Paulo Freire]] in Pedagogy of the Oppressed (1970) to describe a traditional, authoritarian model of education where students are treated as passive recipients of knowledge rather than active participants in their own learning. In this system, teachers "deposit" information into students' minds as if they were empty accounts to be filled, reinforcing hierarchical control, memorization over critical thinking, and obedience over empowerment. | <blockquote class="definition">'''Banking Education''' is a term coined by [[Paulo Freire]] in Pedagogy of the Oppressed (1970) to describe a traditional, authoritarian model of education where students are treated as passive recipients of knowledge rather than active participants in their own learning. In this system, teachers "deposit" information into students' minds as if they were empty accounts to be filled, reinforcing hierarchical control, memorization over critical thinking, and obedience over empowerment. | ||
</blockquote> | </blockquote> | ||
==Freire's Terms== | |||
[[Paulo Freire]] > {{#ask:[[Is a term::Freire]]}} | |||
==Educational Models== | ==Educational Models== | ||
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* Real-world application of concepts, ensuring learning is meaningful and transformative. | * Real-world application of concepts, ensuring learning is meaningful and transformative. | ||
* Decentralized, dialogical education, where knowledge is co-created rather than deposited. | * Decentralized, dialogical education, where knowledge is co-created rather than deposited. | ||
<center> | |||
{| class="wikitable" | |||
|+ Praxis: Pathfinder vs. Banking Model | |||
! Traditional Education (Banking Model) !! Pathfinder Education (Praxis-Based) | |||
|- | |||
| Knowledge is '''deposited''' into students || Knowledge is '''co-created''' | |||
|- | |||
| Learning is '''passive''' and abstract || Learning is '''active''' and connected to real life | |||
|- | |||
| Education '''maintains the status quo''' || Education '''transforms individuals and society''' | |||
|- | |||
| Reflection is '''discouraged''' || Reflection is '''essential''' | |||
|- | |||
| Action is '''limited to obedience''' || Action is '''empowered and transformative''' | |||
|} | |||
</center> | |||
Freire’s critique remains highly relevant, as modern education systems continue to operate on Banking Education principles—reinforcing hierarchy, passivity, and social control rather than critical thinking, empowerment, and transformation. | Freire’s critique remains highly relevant, as modern education systems continue to operate on Banking Education principles—reinforcing hierarchy, passivity, and social control rather than critical thinking, empowerment, and transformation. | ||
== Readings and Resources == | == Readings and Resources == | ||
Blum, Susan D. 2020. ''Ungrading''. Morgantown: West Virginia University Press. | Blum, Susan D. 2020. ''Ungrading''. Morgantown: West Virginia University Press. | ||
| Line 71: | Line 94: | ||
[[Is an::Educational Model| ]] | [[Is an::Educational Model| ]] | ||
[[Is a related LP term::Assembly Line Grading| ]] | [[Is a related LP term::Assembly Line Grading| ]] | ||
[[Is a term::Freire]] | |||
Latest revision as of 15:41, 9 March 2025
Banking Education is a term coined by Paulo Freire in Pedagogy of the Oppressed (1970) to describe a traditional, authoritarian model of education where students are treated as passive recipients of knowledge rather than active participants in their own learning. In this system, teachers "deposit" information into students' minds as if they were empty accounts to be filled, reinforcing hierarchical control, memorization over critical thinking, and obedience over empowerment.
Freire's Terms
Paulo Freire > Banking Model, Conscientização, Culture of Silence, Dehumanization, Dialogic Method, Praxis, Problem-Posing Education
Educational Models
Educational Models > Assembly Line Model, Banking Model
Related LP Terms
Non-LP Related Terms
Notes
Banking education
Promotes passive learning & obedience
- Teaches students to memorize rather than think, making them dependent on authority for knowledge.
- Suppresses curiosity, discouraging students from challenging ideas or engaging in independent exploration.
Reinforces Oppressive Social Structures
- Conditions students to accept inequality and social hierarchy, rather than question or transform it.
- Used as a tool of control, producing obedient workers and citizens rather than empowered changemakers.
Disconnects Learning from Life
- Turns education into a mechanical process, where students simply regurgitate information for tests.
- Fails to prepare students for real-world challenges, leaving them unprepared for creative problem-solving, collaboration, and active civic engagement.
Alternative: The Pathfinder Model
To reject Banking Education, the Pathfinder Educational Model (PEM) emphasizes:
- Student-led, inquiry-driven learning, where students actively engage with knowledge.
- Real-world application of concepts, ensuring learning is meaningful and transformative.
- Decentralized, dialogical education, where knowledge is co-created rather than deposited.
| Traditional Education (Banking Model) | Pathfinder Education (Praxis-Based) |
|---|---|
| Knowledge is deposited into students | Knowledge is co-created |
| Learning is passive and abstract | Learning is active and connected to real life |
| Education maintains the status quo | Education transforms individuals and society |
| Reflection is discouraged | Reflection is essential |
| Action is limited to obedience | Action is empowered and transformative |
Freire’s critique remains highly relevant, as modern education systems continue to operate on Banking Education principles—reinforcing hierarchy, passivity, and social control rather than critical thinking, empowerment, and transformation.
Readings and Resources
Blum, Susan D. 2020. Ungrading. Morgantown: West Virginia University Press.
Clark, David, and Robert Talbert. 2023. Grading For Growth. Routledge.
Gatto, John Taylor. 2006. Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling. New Society Publishers.
Gray, Peter. 2015. Free to Learn: Why Unleashing the Instinct to Play Will Make Our Children Happier, More Self-Reliant, and Better Students for Life. Basic Books.
Holt, John. 1995. How Children Fail. Balanced.
———. 2017. How Children Learn. Balanced.
Kohn, Alfie. 1986. No Contest: The Case Against Competition. Boston: Houghton Mifflin. https://amzn.to/2X8g70l.
RSA, dir. 2010a. Changing Education Paradigms. https://www.youtube.com/watch?v=zDZFcDGpL4U.
———, dir. 2010b. Drive: The Surprising Truth about What Motivates Us. https://www.youtube.com/watch?v=_mG-hhWL_ug.==Patreon Units==
Lightning Path (2024). Parent/Teacher Training. LP 4.7. https://www.patreon.com/collection/640726
Footnotes
