After Reading Chapter 2, Respond To Questions Below

After Reading Chapter 2 Respond To Questions Below In This Chapter

After reading chapter 2, respond to questions below. In this chapter, Freire discusses two models of education: 1) traditional banking model and 2) problem-posing education. The entire chapter is focused on several aspects of these two models of education. If you need to review concepts used by Freire, please see terminology document posted in the week 11 module.

1. In the beginning of the chapter, Freire discusses the narrative character of education. How does Freire describe the narrative character of education?
2. What formal name does Freire give to the model of education that incorporates a narrative character?
3. How does Freire describe the "banking" model of education?
4. According to Freire, how does the "banking" model of education conceptualize knowledge?
5. What is Freire's suggestion for correcting the banking concept?
6. In this chapter, Freire lists ten attitudes/practices that stem from the banking model of education. Choose two practices/attitudes that resonate with you and explain why these two practices/attitudes resonate with you.
7. According to Freire, how is the banking model of education advantageous to individuals who hold power in society?
8. Why does Freire describe the banking model of education as necrophilic? Do you agree with Freire? Why or why not?
9. How does Freire describe the problem-posing model of education?
10. How does the problem-posing model of education differ from the banking model of education?
11. Think about your own educational/academic journey from pre-kindergarten to this current time and respond to questions below:
    1. Identify which model of education (banking or problem-posing) you think dominated your educational/academic journey. If both models were more or less equally present in the educational process, then state it.
    2. Why did you choose this model of education as the one that dominated your educational/academic journey? If both models were more or less equally present in the educational journey, give an example that justifies your response.
    3. Which is/was your preferred model of education? Give a reason for your response.

Paper For Above instruction

In Paulo Freire's analysis of educational models, he distinguishes between the traditional "banking" model and a more interactive "problem-posing" education. Freire's conception of education as a narrative is fundamental to understanding his critique of conventional pedagogy. The narrative character of education, as described by Freire, involves students passively receiving information, akin to depositing and withdrawing funds from a bank account. This metaphor underscores the passivity, dehumanization, and transactional nature of the banking model of education, where the teacher holds knowledge, and the students are mere recipients. Freire emphasizes that this narrative approach suppresses critical thinking and inhibits dialogue, reducing education to a mechanical process of memorization and regurgitation.

Freire formally refers to the banking model as an "educational system rooted in narratives of deposit," which construes students as empty accounts to be filled with knowledge. This nomenclature highlights the monologic and oppressive nature of this approach, where education is a one-way process, and learners are not encouraged to question or critically analyze content.

The banking model of education is described by Freire as oppressive and dehumanizing because it perceives knowledge as static, commodities to be transferred uncritically. Freire criticizes this model for portraying students as passive containers, which diminishes their ability to think critically or engage actively with learning. To address this, Freire advocates for a transformative approach—problem-posing education—where teachers and students collaborate in dialogue, co-constructing knowledge through questioning and reflection. This participatory process fosters critical consciousness and encourages learners to become active agents of change.

Freire lists ten attitudes or practices emanating from the banking model, such as viewing students as empty vessels and emphasizing memorization over understanding. Personally, I resonate with the practices of viewing students as passive recipients and an overemphasis on rote memorization because these methods often inhibit true understanding and critical engagement. These practices resonate with me because they can stifle creativity and deepen disengagement, which ultimately inhibits meaningful learning experiences.

Freire suggests that the banking model benefits those in power by maintaining social hierarchies and preventing critical consciousness among the oppressed. It sustains a status quo that favors dominant classes by conditioning learners to accept passive roles, thus consolidating power and control.

Freire describes the banking model as necrophilic—meaning it fosters a relationship with death, limit, and stagnation—because it suppresses creativity, critical thought, and vitality in the learning process. I agree with Freire’s perspective to an extent, as oppressive educational practices can lead to a dehumanized education environment that stifles growth and perpetuates cycles of oppression.

The problem-posing model of education, according to Freire, is dialogical and emphasizes critical reflection. It involves teachers and students engaging in active dialogue, questioning assumptions, and co-creating knowledge. This approach recognizes learners’ experiences as valuable and aims to develop critical consciousness, empowering learners to challenge oppressive structures and transform society.

Unlike the banking model, the problem-posing model values dialogue, critical thinking, and mutual engagement. It transforms the educational process into a shared journey of discovery, where educators and students learn from each other's experiences and perspectives, fostering autonomy and active participation.

Reflecting on my educational journey, I believe both banking and problem-posing elements were present. Early education was predominantly banking—focusing on memorization and rote learning—yet as I advanced, I experienced more dialogues and critical discussions, resembling problem-posing. I favored problem-posing because it encouraged critical engagement and allowed me to see myself as an active participant in my learning. The problem-posing approach fostered curiosity and deeper understanding, making learning more meaningful and impactful.

References

• Freire, P. (1970). Pedagogy of the Oppressed. Herder and Herder.
• Shor, I. (1987). A Pedagogy of Possibility. Journal of Education, 169(3), 181-193.
• McLaren, P. (1989). Che Guevara, Paulo Freire, and the Pedagogy of Revolution. Critical Inquiry, 15(4), 585-611.
• Giroux, H. A. (1988). Teachers as Intellectuals. Greenwood Press.
• Freire, P. (1998). Pedagogy of Freedom. Rowman & Littlefield.
• Kincheloe, J. L. (2008). Knowledge and Critical Pedagogy: An Introduction. In Critical Pedagogy Primer. Peter Lang Publishing.
• Freire, P. (2000). Pedagogy of the Oppressed. Continuum.
• Apple, M. (2004). Ideology and Curriculum. Routledge.
• Biesta, G. (2006). Beyond Learning: Democratic Education for a Human Future. Paradigm Publishers.
• Freire, P. (1993). Pedagogy of Hope. Routledge.