Response to Chapter Two of "Pedagogy of the Oppressed"

I agree with Paulo Freire's cry for a communicative, problem-posing education that fosters creativity (and biophily), though I disagree with the degree to which he characterizes banking education as oppressive and necrophilous.

Ideally, students should spend their own time examining the factual, literary knowledge required to participate in discussion or work creatively on projects or assignments under the tutelage of a learned teacher in the classroom. The background knowledge that the banking system fulfills is necessary in some scenarios, and the discussion-based education Freire details has several practical problems as, for example, it is difficult to anticipate that students whom lack grade level proficient skills or a drive to even attend school will spend the time doing this. As secondary teachers, many students will only go to school because of secondary pressures like parents or that it is required by law. Not all teachers will have the luxury of pigeon-holing the banking system to individual student achievement in the 21st century. While this does not exclude discussion as a legitimate method in classrooms, it does limit its proliferation. In addition, if a student does not understand that assignment, he or she will be unwilling to even attempt the assignment. How humanizing is it to set the work above students' zone of proximal development? It really depends on the student population of a particular class.

There is also an issue with the degree to which Freire characterizes the "banking notion of consciousness." In the paragraph (if you search for the word 'desk' you'll find it) Freire criticizes the notion, he does not realize that the banking notion of consciousness works exceptionally well for abstract topics like liberty, or oppression. You can't touch oppression like you can a coffee mug on a desk, but the banking notion of consciousness allows you to consider and contrast abstract ideas proficiently.

As a teacher candidate, designing units to allow for classroom discussions and assignments that promote creative and collaborative work should be paramount.