Paulo Freire's In The Banking Concept Of Education

Paulo Freire was one of the most profound educators. Freire believed in fairness between teachers and students, he spent his early career working in destitute areas of his homeland creating methods for teaching illiterate adults and teachers. Paulo Freire came up with the term “banking” concept because he believed that teachers were depositing confusing amounts of information into students and classifying it as “education.” He elaborated that teachers saw students as containers and believed that the more they filled students with information the better. “In the banking concept of education, knowledge is a gift bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing.” Freire believed that teachers

Pathos appeals to emotions and values, Freire believes that those that believe in liberation must reject the banking concept. He challenges the audience’s values, by informing the audience that “banking” concept does not symbolize freedom, and that it’s impossible to agree with both liberation and the “banking” concept because the concept confines student’s minds to a false understanding. Freire also states that the society that exercises banking education is either “misguided or mistrusting of people”, again this challenges the audience’s values. As a reader, you begin to question if believing in the “banking” concept represents yourself of merit. Ethos appeals to credibility, at the end of the passage Freire cited a list of notes that further authenticated his beliefs. Note 2 corresponds Freire’s definition of the “Banking” concept to Sartre’s “Digestive” concept in which knowledge is fed. The citation of this note is an appeal of ethos because it justifies Freire’s belief that students are being filled with confusing amounts of information. Logos appeals to logic and reasoning, this is seen whenever Freire contrasts the “banking concept” and the “problem posing method”, whenever the concept and method our being explained it is almost as if the Freire is elaborating on his believes of what is wrong versus what is right. The audience knows the “banking” concept is incorrect because education is “objective” and the “problem-posing” concept is correct because teachers are always