*Freire suggests in The Banking Concept of Education that the teacher-student relationship nowadays, inside or outside the school,

appears to be more like a narration practice, which means the teacher only focuses on how many given facts the students can memorize. Taking my high school U.S. history class as an illustration, when the teacher lectured solely from the textbook word by word. The assignments were normally just answering the questions at the end of each chapter, which we could easily find the answers, simply some dates, names and locations of each events, in the book because they were usually in bold. Some answers were even in the back of the book, so we just copied. The exams were based on pure memorization of the text. It felt almost like we, students under this misguided system, were only allowed to receive, memorize, store and repeat. Of course at the time I did not realize I was functioning as an ATM machine as Freire illustrates because under that kind of system, we were not taught to digest what we learned, but to simply contain the information, since it is “the universal truth” by definition. The textbook is the one and only source that all the teaching was based on. It was funny that no one in the class ever questioned the credibility of the textbook.

*Another interesting thing that Freire stresses on the importance of problem-posing method is that the desire of questioning everything around us withdraws us from any fatalism imposed on our lives that hinders us from making our own decision, which means, we can finally be in control of our lives. Therefore as for the assignments of my college history class, there was no right and wrong answer but my genuine ideas. I did not have to copy and paste the textbook in order to get the full credit, in fact, I would have probably failed the class if I had done that. The assignment was undeniably more challenging than the effortless copy-and-paste motion I did in high school. Yet it was not necessarily harde

Some topics in this essay:
Concept Education, , Paulo Freire, history class, banking concept education, concept education, banking concept, college history, school history, college history class, school history class, problem-posing education, critical thinking, Banking Concept, students memorize, pure memorization, � critical,