In Pedagogy of the Oppressed, Paulo Freire talks about what he calls the banking process of education. In the banking process the scholar is observed as an object in which the teacher must position information. The scholar does not have any responsibility for cognition of any form; the scholar should only memorize or internalize what the instructor tells him or her. Paulo Freire was quite definitely in opposition to the banking system. He fought that the banking program is a program of control and not a process supposed to effectively educate. In the banking process the teacher is intended to shape and change the behavior of the students, sometimes in ways that very nearly resembles a fight. The instructor tries to force data down the student's throat that the student might not feel or care about.

This method ultimately brings most students to dislike school. In addition, it brings them to produce a weight and a negative attitude towards understanding generally speaking, to the stage wherever a lot of people will not find understanding until it is necessary for a level in a class. Freire thought that the only path to have a true education, in which the students engage in knowledge, was to change from the banking system in to what he defined as problem-posing education. Freire described what sort of problem-posing academic process might work in Pedagogy of the Oppressed by saying, "Pupils, because they are increasingly presented with problems concerning themselves in the world and with the entire world, may feel increasingly pushed and obliged to react to that challenge. Since they apprehend the process as interrelated to other problems within a complete situation not as a theoretical problem, the resulting knowledge tends to be increasingly important and therefore constantly less alienated"(81). The academic program produced by the Chinese physician and instructor Maria Montessori gifts a tried and effective form of problem-posing training that leads its pupils to boost their want to master in place of inhibiting it. suhupendidikan.com

Freire gift suggestions two significant difficulties with the banking concept. The initial one is that in the banking idea a student is not required to be cognitively active. The student is meant to just memorize and repeat data, maybe not to know it. That prevents the pupils'imagination, destroys their fascination with the subject, and changes them in to passive learners who do not understand or feel what they're being shown but accept and replicate it since they've number other option. The 2nd and more extraordinary consequence of the banking idea is so it offers a massive power to people who choose what's being taught to oppress those who find themselves obliged to master it and accept it. Freire explains that the problems lies in that the instructor holds all of the keys, has all the responses and does all of the thinking. The Montessori approach to education does the actual opposite. It makes pupils do all the thinking and problem fixing in order that they arrive at their own conclusions. The teachers only support guide the scholar, but they do not tell the scholar what is true or false or what sort of problem may be solved.

The academic system in the United States, particularly from rank school to the end of senior high school, is practically identical to the banking approach to training that Freire described. All through senior school nearly all of what students do is stay in a type and get notes. They are then positioned on how effectively they total research and projects and ultimately they're tested to show they can replicate or use the information that has been taught. Most of the time the pupils are only receptors of data and they take no part in the formation of knowledge. Yet another method by which the U.S. knowledge program is almost similar to the banking process of education could be the grading system.

The qualities of students largely reflect how much they adhere to the teacher's ideas and how much they are willing to check out directions. Qualities reveal distribution to power and the willingness to do what is told a lot more than they reflect one's intelligence, interest in the class, or comprehension of the product that's being taught. For example, in a government school in the United Claims students who perhaps not acknowledge a representative democracy is superior to any other kind of government will do worse than the usual student who merely welcomes that a consultant democracy is preferable to a direct democracy, socialism, communism, or yet another kind of social system. The U.S. knowledge program benefits those that trust what is being taught and punishes people who do not.