Banking Model of Education in Teacher-Centered Class: A Critical Assessment

Abstract

Paulo Freire in his seminal work Pedagogy of the Oppressed rigorously condemns  banking  model  of  education,  which  implies the  learners’ receiving  knowledge passively  as empty  vessels from the  teacher , who is  supposed to be store-house of knowledge, in the  traditional  teacher-centered classroom. This article presents relationships of banking education with  some other  learning  theories, i.e., tabula rasa and nativist theory, Derrida’s logocentrism,  CLT and  post-method pedagogy, and  lastly  it explains the  socio-cultural root of  banking  education and, therefore, the difficulty of  replacing it by other pedagogical innovations.

Key words:  Paulo Freire, banking model of education, teacher, learners, knowledge, learner’s potentiality, post-method pedagogy, socio-cultural context, etc.