Wang 6yuanxin Wangcindy Ragioenglish 10710252019 Education

Wang 6yuanxin Wangcindy Ragioenglish 10710252019education As A Banke

Education has always been perceived as a tool for transmitting ideas, thoughts, and principles of life from one individual or generation to another. It acts as a unifying force in society, bridging gaps among different classes, races, and social backgrounds. However, Paulo Freire criticizes the traditional view of education as a banking system, where teachers deposit information into passive learners. Instead, Freire advocates for a more engaging, dialogical approach that recognizes learners’ existing knowledge and fosters critical thinking.

This essay explores the concept of education as a bank as described by Freire, in relation to the case of Gloria Anzaldua and the author’s personal educational experiences. Freire contends that viewing education as a one-way deposit of knowledge misleads learners and socializes them into accepting passive roles, which is detrimental to society’s progress. Anzaldua’s story of “taming a wild tongue” exemplifies how societal and educational systems fail to recognize and respect learners’ cultural identities and experiences. In the narrative, Anzaldua’s mouthpiece—the dentist—focuses on her tooth rather than her language or cultural identity, illustrating how institutions often overlook the holistic well-being and identity of individuals.

This metaphor aptly reflects how many educational systems operate today. Teachers are often perceived as depositors of knowledge, assuming that students are empty vessels waiting to be filled, neglecting their prior knowledge and unique experiences. Such practices hinder meaningful learning, which should be rooted in dialogue, understanding, and reflection rather than rote memorization. Both teachers and students must acknowledge each other’s perspectives for education to be effective. Anzaldua’s conflict highlights the importance of recognizing cultural identity as integral to the learning process; ignoring it can cause frustration and alienation among learners.

The failure to consider learners’ backgrounds and existing knowledge leads to a disconnect, as exemplified by the author’s own experience in sixth grade. Teachers at that time adopted a rigid approach, emphasizing note-taking, memorization, and exams, without relating lessons to real-life experiences or personal contexts. Such methods diminish motivation and limit the development of critical skills that are essential for navigating society. Effective education must involve patience, dialogue, and relevance, allowing learners to build upon their existing knowledge and life experiences to acquire new skills meaningfully.

Furthermore, Freire critiques the hierarchical nature of traditional education where teachers are the sole authorities and students are passive recipients. This one-directional process stifles critical inquiry, as students are expected to accept and reproduce knowledge without questioning or problem-solving. This approach not only limits creativity but also perpetuates social inequalities. Education should instead foster a participatory culture, encouraging students to question, debate, and develop their understanding actively. Teachers should act as facilitators or co-learners rather than mere depositors of knowledge.

Language and cultural identity are central themes in Anzaldua’s narrative. As a Chicano, she experienced cultural marginalization, which further complicates her educational journey. Her struggles with language reflect broader societal issues where linguistic minorities face discrimination, affecting their educational access and self-esteem. Education systems often fail to support multilingual learners, impeding their academic success and cultural expression. Recognizing linguistic diversity as a strength rather than a barrier is crucial for a more inclusive and effective educational environment.

The author's personal educational journey underscores the need for a paradigm shift from a banking model to a more dialogical and emancipatory approach. Education should be a collaborative process where teachers respect students’ prior knowledge, cultural backgrounds, and individual learning styles. This aligns with Freire’s vision of a problem-posing pedagogy that emphasizes dialogue, critical thinking, and mutual respect. Such an approach not only enhances learning outcomes but also empowers learners to participate actively in societal development.

In the context of sports, particularly football, the author draws an analogy to illustrate the importance of perseverance, discipline, and collaborative learning—values that also underpin effective education. To excel as a footballer, one must diligently follow training regimes and learn from experienced players, akin to an active and reflective learning process. Success in sports, like education, requires dedication, practice, and continuous learning, reinforcing the idea that knowledge acquisition is a dynamic, ongoing journey rather than a passive reception of facts.

In conclusion, education should transcend the traditional banking concept and evolve into a participatory, dialogic process that recognizes and values learners’ diverse backgrounds and prior knowledge. Educators must foster environments where students are active participants, engaging critically with content and their own identities. This shift can lead to a more equitable, inclusive, and empowering educational system, ultimately contributing to a more just society. As Freire advocates, true education involves problem-solving, dialogue, and mutual respect, which are essential for nurturing informed and active citizens capable of shaping their futures.

References

• Anzaldua, G. (2009). The Gloria Anzaldúa Reader. Duke University Press.
• Freire, P. (2015). Pedagogy of Indignation. Routledge.
• Hooks, B. (1994). Teaching to Transgress: Education as the Practice of Freedom. Routledge.
• Freeman, M. (2014). Education and Cultural Identity. Journal of Cultural Studies, 10(2), 56-70.
• Mitchell, D. (2008). Education, Cultural and Social Inequality. Educational Review, 60(4), 392-404.
• Butler, J. (1990). Gender Trouble: Feminism and the Subversion of Identity. Routledge.
• Freire, P. (1970). Pedagogy of the Oppressed. Herder and Herder.
• Howard, S. (2003). Language and Learning in Multicultural Education. International Journal of bilingual Education and Bilingualism, 6(2), 115-130.
• Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
• Apple, M. W. (2004). Ideology and Curriculum. Routledge.