In summary, "those who use the banking approach, knowingly or unknowingly, fail to perceive that the deposits themselves contain contradictions about reality" (Freire, 218). I draw upon not just the overall experience of my time in school but also speaking more specifically of my 11th grade physics class. Fortunately for me, I was very fond of the material being taught in the physics class but, unfortunately for me, the way in which the teacher relayed said material to us students was a classic illustration of the 'banking method' described by Paulo Freire. The final result of my textbook example 'banking' educational experience was one of moderate grades followed by poor grades and finally just barely receiving a passing grade for the class. As a reiteration, this is not a case of someone pointing the finger to relieve his or herself completely of blame. This is not to say the teacher was not the one to design the course in this way but, in the end, the school approved of the teaching style and it was the students who suffered the consequences. If a subject matter is taught to students in a banking way early on, student accept they will go throughout school life in this way, they attend classes the following grade with their banking mindset influencing the professors way of teaching as to more easily connect to them and make them feel familiarized to the content and so on and so forth. In a way, this mindset is a result, regardless of right or wrong, of a sort of cycle.
How excellent it would be if students realize that successful learning results from their own efforts in collaboration with teachers and that they can judge their achievement by comparison with their own past record or with comparable students who have the same learning task and probability of success. If having control over one's desires is something to be practiced, it is clear that even just these two simple expectations are a case only of a utopian society.
