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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. ... The teacher presents himself to his students as their necessary opposite; by considering their ignorance absolute, he justifies his
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Education is thus seen as a process of depositing knowledge into passive students. Teachers are the epistemological authority in this system; students' pre-existing knowledge is ignored, aside from what was expected to be 'deposited' into them earlier. Freire also refers to a banking paradigm as
433:), in which students are encouraged to think and actively solve problems presented to them by the teacher. This model views the student as a person with prior knowledge that may be capitalized upon to reach greater results than a banking model that fails to take advantage of this capital.
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of education. This model views education as a specific body of knowledge that is transmitted from the teacher to the student. It emphasizes teacher-centric learning where students are passive absorbers of information and that the purpose of learning is memorization of facts.
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regarding students to be "adaptable, manageable beings. ... 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 view of reality deposited in them."
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The transmission model is most often used in university settings as lectures. When there is a class of over 100 students the easiest method of education is through
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Instead of communicating, the teacher issues communiqués and makes deposits which the students patiently receive, memorize, and repeat. This is the "banking"
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The banking model of education often places learners in a position to receive lectures by the teacher positioned as expert
384:, in which the scope of action allowed to students extends only as far as receiving, filing, and storing the deposits.
376:(in) character" with the teacher as the subject (that is, the active participant) and the students as passive objects.
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of students as containers into which educators must put knowledge. Freire argued that this model reinforces a lack of
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Allen, Deborah E.; Donham, Richard S.; Bernhardt, Stephen A. (December 2011). "Problem-based learning".
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to describe and critique the established education system in his book
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Promoting active learning: strategies for the college classroom
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and knowledge ownership in students, which in turn reinforces
372:. Freire describes this form of education as "fundamentally
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Critical issues in education: an anthology of readings
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One possible alternative to the banking model is the
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535:"Paulo Freire: dialogue, praxis and education"
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350:as the result of a human, creative process.
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346:, in contrast to Freire's understanding of
16:Critical metaphor for traditional education
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710:
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598:Philosophy, science, education and culture
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59:Schooling and the Struggle for Public Life
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680:New Directions for Teaching and Learning
443:Constructivism (philosophy of education)
637:Meyers, Chet; Jones, Thomas B. (1993).
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427:model (similar to what Freire called
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596:Nola, Robert; Irzık, Gürol (2005).
207:Critical theory of maker education
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493:. In Provenzo, Eugene F. (ed.).
491:"The banking model of education"
366:in his highly influential book
403:Banking education follows the
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460:Teaching for social justice
324:modelo bancário de educação
157:Teaching for social justice
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360:banking model of education
316:Banking model of education
772:Pedagogy of the Oppressed
746:Anti-oppressive education
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569:Pedagogy of the oppressed
369:Pedagogy of the Oppressed
334:. The name refers to the
332:Pedagogy of the Oppressed
132:Anti-oppressive education
38:Pedagogy of the Oppressed
533:Smith, Mark K. (2002) .
430:problem-posing education
45:Critical Pedagogy Primer
489:Freire, Paulo (2006) .
269:Political consciousness
152:Multicultural education
761:Critical consciousness
565:Freire, Paulo (1970).
455:Inquiry-based learning
425:problem-based learning
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326:) is a term coined by
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202:Critical consciousness
172:Public sphere pedagogy
162:Humanitarian education
497:. Thousand Oaks, CA:
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233:Consciousness raising
137:Abolitionist teaching
501:. pp. 105–117.
419:Possible alternative
382:concept of education
182:Feminist composition
142:Anti-bias curriculum
449:Deschooling Society
405:transmission model
399:Transmission model
362:was first used by
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259:Ecological empathy
52:Learning to Labour
814:Critical pedagogy
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788:Youth empowerment
778:Popular education
766:Critical pedagogy
575:Herder and Herder
499:SAGE Publications
340:critical thinking
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228:Hidden curriculum
197:Critical literacy
177:Popular education
106:Shirley Steinberg
23:Critical pedagogy
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465:Unschooling
187:Ecopedagogy
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29:Major works
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732:Issues in
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604:. p.
544:2017-09-03
508:1412936551
471:References
354:Definition
344:oppression
320:Portuguese
91:bell hooks
539:infed.org
374:narrative
358:The term
348:knowledge
167:Inclusion
68:Theorists
809:Pedagogy
736:pedagogy
734:Freirian
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624:64310691
517:62324920
437:See also
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116:Ira Shor
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241:Related
783:Praxis
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