More handpicked essays just for you.
Role of the learner in the banking concept of education
Role of the learner in the banking concept of education
Role of the learner in the banking concept of education
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Authors Freire and Edmundson have very similar way of thinking. Freire believes that students question the way that they are supposed to be taught instead of having a “banking learning mindset. Edmundson believes that the way that teachers are teaching currently is not stable and that the students are really the teachers because the teachers are not doing anything to stop them from being the disobedient in the classroom.
Freire writes about how the students just sit in the classroom as “objects” while the teachers just fill their brains with power points and notes from a book that they are reading from, which can be called the banking process. Which can cause the student to believe that they are lower than the teacher and that everything that
Douglas talks about how people who refuse to learn about their situation do not want to face their oppression. However, Freire says nearly the same thing just that students believe they know everything from the whole banking concept idea. Another similarity that both these pieces present is the value of education in society. Douglas talks about the education prospective from his point of view in the 1800s which is very different from now but he still represents an argument. People should want to learn how to read and get a better understanding on their unfortunate circumstances. However, Freire’s point of view is from the late 1900s which is more recent then Douglas. Freire talks about how teachers need to change their style of teaching so students become more active in the classrooms. However, these pieces can be very different based on what is the social problem in both articles. Douglas faces the problem of race, since Douglas is African he was unable to learn how to read and write unless the lessons were given in secrecy. When Douglas learned how to read and write he tried to teach his people and they refused to so he lost faith and trust in everyone. Freire talks about the problem in the classrooms, how teachers need to get the students more active to help them feel a need that they are incomplete unless they are
Many war stories today have happy, romantic, and cliche ending; many authors skip the sad, groosom, and realistic part of the story. W. D. Howell’s story, Editha and Ambrose Bierce’s story, An Occurence at Owl Creek Bridge both undercut the romantic plots and unrealistic conclusions brought on by many stories today. Both stories start out leading the reader to believe it is just another tpyical love-war senario, but what makes them different is the one-hundred and eighty degrees plot twist at the end of each story.
Although John Smith, Mary Rowlandson and Jonathan Edwards are very different writers we can find a few similarities in their quotes we are learning. Quoting Seneca and other Latin authors, he presents his narrative with clear political intentions using third person and the first person in other occasions to make himself look as a hero who has managed to escape from captivity and death in three different occasions and has conquered exotic lands. On the contrary, Mary Rowlandson quotes Biblical passages, as she is a Puritan jeremiad with a strong religious background. The same happens with Jonathan whose religious thoughts are his main subject. Both Rowlandson and Edwards believe that everything is God’s will. Mary focuses her narrative on the violence of the attack, how she survives from captivity and she feels the need to write a book to teach a moral lesson to the congregation. However,
This paper will take a look at two developmental theories looking for similarities and differences. It will also look at how each theory does or does not incorporate explanations or allowances for populations that have been oppressed. The paper will also look at each stage of both theories looking for similarities and major differences and also their strengths and limitations.
Mary Rowlandson and Olaudah Equiano both had many obstacles in a certain period of life. From the different narratives, trials and tribulations were brought upon both. Taken from the life of which accustomed to and put in sometimes very harsh conditions had an antagonistic effect. Despite it all, Rowlandson and Equiano were able to get through by keep faith in God, the word of the bible, and spiritualism in itself. After all of the trials and tribulations Rowlandson and Equiano were able to escape and look back on all the things they went through. Mary Rowlandson and Olaudah Equiano can be compared and contrasted by family life, conditions while captured, and moment of rescue.
Mark Edmundson’s Essay, On the uses of a liberal education, links a fundamental systemic flaw in post-modern education, a lack of student desire to learn, both about personal and the worldly, through study, education, self betterment, and reflection, with American Consumerism. Edmundson does so by depicting the students as customers; shopping for the easiest, highest ranking, and most “entertaining” return on their investment. However, Edmundson places too high a degree of blame on Millennial Consumerist Culture, rather than examining where this desire for a monetary return on investment stems stems from originally. Edmundson, although fully aware of the cultural dynamic shared amongst many, if not all, paying college students, never raises
... that a “banking” education is not the better choice for obtaining an education. He does not present both options and allow or encourage the reader to form their own opinions. The style of his writing is direct and straightforward as opposed to analytical. By analyzing Freire’s essay, one can assume that Freire received a “banking” education based on the way he has written his essay. This is another example of how the style of education you receive affects your life and relationships.
Mark Edmundsons’ “Dwelling In Possibilities” gives us his thoughts on the next generation, mainly on the students that are attending his classes, Millennials. He mentions that people may try to stretch themselves so far they tear themselves apart. He ends his essay implying if the generation continues on this path, then they will slowly tire themselves to the point of destruction. ( Add the “having the reader understand why I'm holding a particular opinion about this”????? part ) With multiple intense course loads students can be overwhelmed with the amount of work they are force to accomplish, trapping students in their own mind they feel conorred, leaving them with no other options they feel the need to turn towards people who promises them
The banking concept is “ a gift bestowed by those who consider themselves knowledgeable upon those who they consider to know nothing'; (Freire 213). The goal of the ‘banking’ concept is to deposit as much information into the students as possible. This results in disconnected memorization without the real understanding and discouragement of creative thought.They cannot think for themselves. As Marx writes, just as there are two types of learning, ‘banking’ and problem-posing, he explains that society is this way also. There is the upper class and subordinate classes. They both struggle for economic and political power and the primary way the upper class keeps its power is through their beliefs and values. They are allowed to think. The subordinate classes believe they are subordinate due to the upper classes prestige and way of thinking. Like Freire’s ‘banking’ concept, education is the way to keep students down and this works because the students accept all knowledge from the teacher, just like the dominant class in Marx’s ideology, keeps the subordinate classes submissive.
Although most of his evaluations are favorable, he was fearful of the comments that his class was also enjoyable; Edmundson doesn’t teach to amuse nor interest. He possesses the genuine passion of spreading knowledge resulting in hearing the students talk of how the course changed them as a person, an individual. (Edmundson, p.390). Addressing the culture of the university Edmundson believes they are more devoted to the consumer consumption and entertainment values. The quality of education is declining due to giving the consumer what they want, rather what they need. Higher learning is shifting towards a society that is sophisticated with technology. The marketing side of decisions that are made with the finances and education are primarily for money being placed their pockets and making sure it stays there due to their tenure and permanent seats. They will always have a job, but what about the decisions for the quality of the education? Or having to cover the expenses of staying current with the newest technology and amenities as well? In order to keep balance in all of this the school will usually raise tuition which causes a chain reaction of rising costs for everything. With the rise of costs, school becomes undesirable to the students who aren’t able to afford it, or the ones who go into debt
Freire believes that the “more completely they accept the passive role imposed on them, the more they tend simply to adapt to the world as it is and to the fragmented reality deposited in them” (73). Percy claims that this dependency stems from the belief that “sovereignty [must be] surrendered to a class of privileged knowers” (54). Freire believes that due to this loss of sovereignty, the ones with authority attempt to “indoctrinate[e] them to adapt to the world of oppression” (78). Consequences begin to mount as students begin to mold into the world of oppression. Freire’s strongest belief is that, due to the banking system, a student simply becomes “the possessor of a consciousness: an empty ‘mind’ passively open to the reception of deposits of reality from the world outside” (75). This mentality causes students to become constricted thinkers, or mindless robots, only letting the engineer program predetermined ideas that the engineer deems them fit enough to know. “What has taken place,” claims Percy, “is a radical loss of sovereignty” among the students because in the way education is currently being utilized, educators perceive that knowledge can simply be placed into students, however, this method is sorely inhumane
...o think for themselves. He believes that students will become more active and informed citizens if they are brought up to think for themselves (155). Gatto’s proposed solutions can be found successfully applied in Mike Rose’s essay. In his essay he describes the mediocre education he received while on the vocational track. Mike’s future was looking rather grim until he came under the instruction of Jack MacFarland. This man was a wise and enthusiastic teacher who challenged students academically. He encouraged and inspired students to read, to be proactive in their classes, and to think for themselves. His classes were engaging and the students were interested in his teachings (165-167). The fact that the same solutions that Gatto proposed in his essay was successful applied elsewhere proves that teaching practices need and can to change for the better.
Edmundson at first, describes college as just go to class and you will be ready for life. But he then goes on to say that the education system is not about following in line. He continues on by saying, “To get an education, you’re probably going to have to fight against the institution that you find yourself in” (Edmundson 115). He often repeats himself by recommending students fight the education system. He points out higher education is often seen as a chance to study something
Although his arguments are strong when the reader takes a minute to evaluate his claims we realize they’re not valid points. “Thirty-five years of teaching has taught me this: The best students and the ones who get the most out of their educations are the ones who come to school with the most energy to learn” (Edmundson, para. 5). He uses examples of the students he’s had, and concludes that those students represent the vast majority. He merely arrives at his conclusions based on countless observations but none being facts. Sure he added a passage from Lionel Trilling, and mentioned the names of Blake, Nietzsche, and Freud but none gave us the information necessary as to what kinds of students truly are triumphant in a classroom. Edmundson gathers his evidence and comes to the conclusion that it is pointless for students to go college when all they’re there for is to end up with some kind of blue collar job and a less desirable debt. On this issue we have no choice but to trust Edmundson who only offers some generalizations of which students are actually good and which are bad. For example in his second to last paragraph he talks about a friend he had named Paul Rizzo, a person who wanted to know it all but ended up with the basic job of being a cab driver. Edmundson presented Rizzo as a good form of inductive reasoning because he was the type of guy that almost any student could identify themselves as, he
“He told me I might judge happiness of this state by this one thing, viz. that this was the state of life which all other people envied, that kings have frequently lamented the miserable consequences of being born to great things, and wish’d they had been placed in the middle of the two extremes, between the mean and they great; that the wise man gave his testimony to this as the just standard of true felicity, when he prayed to have neither poverty or riches” (Defoe 2). This is a part of the lecture Robinson’s father had given when he tried to keep him from a life of sailing. But when your parents give you a lecture or advice, do you always listen? Sometimes you’ll disobey and follow your own path. Defoe did, and so did his fictional character Robinson Crusoe. Like this, Robinson and Defoe are alike in several ways. Defoe was inspired to write Robinson Crusoe by his living conditions, income, some of their troubles, and their writing.