My thoughts on Paulo Freire’s ‘banking concept of traditional education.’
My response to the following words by Freire:
“Education thus becomes an act of depositing, in which the students are the depositories and the teacher is the depositor… this is the 'banking' concept of education, in which the scope of action allowed to the students extends only as far as receiving, filing and storing the deposits.”(Freire,1996, p. 53)
I believe that in order to make a judgement on whether Freier's view on education is one-sided you have to place it in a specific context, both historically and culturally because there are many ways that pupils have been, and continue to be, educated in various school systems both in the UK and abroad.To illustrate this, one could take a brief look at the Chinese education system and how it has evolved.
If you look at the Chinese education system in an historical context, there is a strong case for saying that, indoctrination has figured highly in the past in the way that pupils have been educated. One has merely to look at the political regime under Chairman Mao Tse-tung as an example. A report released by the Central Intelligence Agency about education in communist China makes reference to how Chairman Mao Tse-tung politicised the education system. The report stated:
“The long-range goal of Mao was [and remains] to politicize the intellectuals who were a product of the West, and to educate a new Chinese intellectual who was both politically reliable and professionally expert--the ideal-type of the intellectual has been defined by the regime as "Red and Expert." As the educational system was dominated by Western-trained minds, the politicization of the older intellectuals and of the next generation of intellectuals had to be carried out by agents external to the educational system. Prior to the cultural revolution, this agent was the Chinese Communist Party which attempted to assert absolute control over all facets of the educational system.” (1969, p.2)
Many changes in the political regime have taken place over the years in China which have impacted upon the education system. Nowadays the Chinese education system has become revered and studied by other countries as a model for success. In 2012 China ranked first in the world in the Programme for International Student Assessment ( PISA ) tests in maths, reading and science (OECD.org 2012). As a result, there have been recent experiments in the UK to see whether we should incorporate its teaching methods into our educational system.
That is not to say that the Chinese teaching methods are approved by all.There are those in China, for example, who criticise their approach and believe it is akin to Freier's concept of ‘banking education’.
One such critic of the Chinese educational methods is Lao Kaisheng, a professor in the education department of Beijing Normal University, who states:
"The education system here puts a heavy emphasis on rote memorisation, which is great for students' test-taking ability but not for their problem-solving and leadership abilities or their interpersonal skills,Chinese schools just ignore these things." ( Kaisheng, 2014 cited in Kaiman, 2014, online )
If we were to apply Freire's view of education to the Chinese method, as viewed by Kaisheng, then it could be said that Friere’s ‘banking system of education’ is an accurate description and therefore not a one-sided interpretation. However, it is important to recognise that Kaishing’s view is not representative of all and indeed is contrary to that which the current Chinese government advocates it is aiming to acheive.
In 2013 the government in China issued new educational guidelines : “To promote equality and academic independence” (CEC Ltd, 2013) This was also the same year that an article appeared in The Diplomat, written by Angela Kubo, suggesting that China had cheated on it’s 2012 Pisa results. She states:
“Shanghai may have the smartest students, but the statistics don’t reflect the rest of China.” (2013, online)
Kubo maintains that rote learning is still in place and that the same opportunities in education that are advocated by the government’s guidelines above are not being implemented throughout China.
If you look at the latest goals listed on the Chinese ministry of Education website it is apparent that the state continues to exert a great deal of control over what should be taught. Rule number ten states that it aims:
"to administer teachers’ work; to formulate and supervise the implementation of the standards for qualification for teachers of various types and at various levels together in collaboration with relevant departments; and to direct the training of people for the education system.” (2015)
This seems to support Freiere’s banking system still is in operation in China. There is evidence, however, that some Chinese schools are taking more autonomy in the way they deliver their curriculum. If you look at the teaching methods being used in one particular school in Yibin, in China’s Sichuan province, a more creative approach is being applied. Here the innovative methods of former journalist, Zhang Liang, are being implemented. He is using a multidisciplinary approach to combine lessons to convey the idea that the world is a fascinating place and inspire the students to take their own initiative in their studies. (Kuhn, 2016, online)
It is apparent, therefore, that a fuller appreciation of the entire Chinese education system, and it’s reforms throughout history needs to be taken into account, before making any judgements based solely upon the view put forward by Kaisheng which aligns with that of Freire.
Vivien Stewart maintains that some of the opposing viewpoints with regards to the current Chinese educational system might, in part, be due to the fact that China is such a big country and therefore encompasses many attitudes towards education. She states:
“China is so vast and diverse and is changing so rapidly that any statement about China is both true and untrue at the same time.” (Stewart, 2012, p.71)
I think that Stewart’s words have resonance not just in China, but in many countries. I think this is not necessarily a result of the country’s size, but, in my opinion, as a result of the diverse cultures within each one and the many changing political and societal views encompassed within each country and indeed within each school.
By taking a brief glimpse into the educational methods of just one country from a historical perspective, as I have attempted to do by using China as an example, I think it can be seen that there were educational systems in place that did conform to Freire’s views that the teacher was omniscient and the pupil subservient and that a rote learning system was often in place. China is perhaps a very extreme example to use, but it illustrates how political regimes impact upon education and how Freire’s ‘banking system of education’ can be imposed as a result.
I don’t believe that you can generalise, however, that all non -democratic systems will produce an education system akin to that suggested by Freire. The Montessori system, first established in Italy, at the Casa de Bambini school, by Dr Maria Montessori in 1907, was one such example of a very different approach to learning that emerged and was supported and given funding by the dictator Mussolini (Walker, 2008). The Montessori Training Institute describes the teaching principals that it’s founder advocated as:
"a child-centred educational approach based on scientific observations from birth to adulthood" (Montitute,online).
Mussolini not only embraced this radical approach to learning but promoted it. Perhaps, however, whilst promoting liberalism in education, Mussolini also had a hidden curriculum in mind. Walker states that :
“..all teachers and professors were required to take an oath of loyalty to Fascism in 1931.” (Walker, 2008)
In 1934 Maria Montessori left Italy, some sources state that she was forced to leave; Walker maintains that she realised the fascist movement was at odds with her teaching beliefs.(ibid, 2008)
I feel that Freire’s ‘banking system of education’ cannot be viewed in black and white terms. I have attempted to show this by taking a very brief look at the Chinese education system and conflicting opinions within it. I don’t believe you can apply Freire’s view universally as is shown by the fact that other educational methods co-exist in different countries and indeed within the same country.
This is just a very brief look at a question which could be debated in much greater depth. I believe that Freire’s view applies to some, but by no means all, educational establishments both past and present and, as such, represents a one-sided view of education as a whole. I think that you cannot ever give a view of education in its entirety because there have been, currently still are, and, in my opinion, always will be, many different approaches to teaching and learning.
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'education must begin with the solution of the teacher-student contradiction…' (Freire, 1996: 53). To what extent do you feel that this is a problem in your own educational setting?
I will answer this from my own educational setting as a pupil and then as a teacher.
My own experience as a pupil
My own school experience as a pupil was not dissimilar to that described by Freire. I recall questioning why a certain problem should be solved in a particular way in a maths lesson and being told not to question it but just to accept it, learn the rule and apply it. Several years later, on a university Dance course, I was told that a piece of choreography I had produced was wrong. I asked how it could be wrong when the task was to interpret a title and that the dance I had created was my interpretation of that title. I was shot down in flames and told not to question the teacher but take on board the criticism, accept that I had failed the task, and produce a different piece of choreography.
Freire said:
“… freedom requires that the individual be active and responsible, not a slave or a well-fed cog in the machine…" (Freire, 1996:17)
There were a couple of enterprising teachers at the schools I attended who did demonstrate a more creative approach in their teaching methods, but these were the exception to the rule. I definitely felt that, overall, I was regarded as a ‘cog in the machine’ when I was at school. In most lessons I felt that I was not allowed to have an opinion and should simply accept everything I was taught. I felt like a number rather than an individual.
However, good academic results were obtained and students who were products of the learning by rote method I experienced have gone on to lead very successful lives and become independent, creative thinkers. Was this because of, or inspite of, what Freire refers to as ‘the banking system of education’ and is this system as good, or better than the child-centred approach and other methods that exist nowadays? These questions will, I believe, continue to be debated as long as society continues to evolve.
My experience as a teacher
My main teaching experience has been as a dance and drama teacher in my own performing arts school. I have brief experience of teaching at international schools in mainstream education. Throughout my teaching experience my aim as a teacher has always been to endeavour to impart knowledge and inspire my pupils to want to develop a thirst for learning and a desire to want to reach their maximum potential. I think this necessitates a rapport between student and teacher and also mutual respect. This is increasingly difficult to achieve in a multicultural ever-changing society.
It is important for teachers to remember that we all learn in different ways. Howard Gardner referred to the concept of ‘multiple intelligences’ (Gardner, 1993) which, simplified, is the notion that there are different types of learners. I have always believed in this concept and have always tried to find new ways to engage my students. This involves a reflective process and experimentation to see what works best for the pupils in the class.
I also realise that, because of time constraints too much differentiation is not always possible and you can't expect to meet the needs of every individual in every class you teach at any one time- all you can do is try to provide a stimulating learning environment that endeavours to provide each pupil with some positive learning experience.
BIBLIOGRAPHY
Freire, P. (1996) Pedagogy of the Oppressed Bergman Ramos, Myra and Shaull, Richard, (1996), Location: Penguin
Gardner, H. (1983) Frames of Mind the Theory of Multiple Intelligences, New York: Basic Books.
