“Education thus becomes an act of depositing, in which the students are the depositories and the teacher is the depositor. Instead of communicating, the teacher issues communiqués and makes deposits which the students patiently receive, memorize and repeat. This is the “banking” concept of education, in which the scope of action allowed to the students extends only as far as receiving, filing and storing the deposits”(260).

This “banking” concept characterizes the student as a mechanical device which opens, closes, stores, and regurgitates. The absence of thought in the “storing” process leads to the homogenization of the student.

The second phrase Freire uses differs greatly from the “banking” concept. This “problem-posing” education involves the free-thinking and creativity of the student. The student “comes to see the world not as a static reality, but as a rea

Freire’s “problem-posing” concept is very philosophical in one sense, and yet very real in another. Its philosophical nature paints a vivid picture of a world filled with Freire-type scholars learning, living and experiencing the world at once. These simultaneous actions fulfill the wants and desires of the human mind: to learn the unknown. In the end, Freire’s ideas may not appeal to everyone, but for those who love to learn, they are extremely liberating.

lity in process, in transformation” (267). The “problem-posing” education encourages the student to open their eyes and study their own existence as well as the reality in which they find themselves.

This method of learning would be quite atypical to the education many people have received in Grade school, High school and College. Grade school is taught in an almost completely factual manner, with very little leeway for creativity. In High school, there is a small amount of room for free-thinking and imagination. This imagination burgeons through college, but is still restricted heavily by the same “banking” methodology of classes. A “problem-posing” education would be completely different from these ways of learning. The factual component wouldn’t be eliminated, but completely transform

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