The Banking Concept Of Education Essay, Research Paper

& # 65279 ; The Banking Concept of Education

There is at least one clip in everyone? s life in which they are able to reflect

upon something in their yesteryear which oftentimes can turn out to be helpful in the

nowadays of the hereafter. In this instance, I was asked to reflect upon a clip where the

banking construct of instruction had been used in my life. The instance which I will be

measuring here is one of a category entitled? Chemistry 4: Introduction to Laboratory

Safety and Hazardous Materials. ? The intent of this category is to inform pupils of

proper processs for the research lab and the handling of the substances which are

used and found in research labs. In this class, which is a class required for all

University of Missouri Rolla pupils who plan on taking a chemical science research lab

category, the instruction method is purely that of the banking system. Harmonizing to

Freire, the teacher/professor basically lectures the full category period. The

banking method of educating people is non wholly incorrect for everyone, or else it

would non hold survived every bit long as it has in school systems all over the universe.

Some people are really capable of larning highly good from the banking

system, while others may non come through with the same consequences.

During the class of one session of Chemistry 4, whish lasted about

two and a half to three hours, the professor lectured for virtually the full category

period, merely giving a interruption when piecing the picture participant which he would utilize

subsequently on in category. Throughout the talk clip, the professor talked about nonstop.

The information which he administered to the category was being given at a fast rate.

Oftentimes it was hard to to the full absorb all of the critical information needed in

order to be successful in the category. However, some pupils may hold fared better

from the conformist manner of instruction which the banking system, more frequently than

non, tends to offer. There were no inquiries asked during the clip of talk, and

there was virtually no clip in which it was convenient and acceptable to discourse,

interact, and discuss points with the other people of the category. Besides, a pupil? s

advancement was virtually indeterminable because the merely ranked work was the two

trials. All of the other activities, which we did in category, such as worksheets ( which

were surveies ushers for the trials ) were ne’er even glanced at by the professor.

There was a short period after category in which the we could turn to the professor

with inquiries, but this period was instead little and undistinguished in comparing to

the size of the category and the sum of talking which had occurred. There is no

possible manner that two hundred and 50 pupils can inquire a professor inquiries in a

10s to twenty infinitesimal clip frame and have a high quality answer to their

job. Basically, it was up to we, the pupils to hold the enterprise to research

the inquiry on her ain with her ain resources, which in this instance would be her

enchiridion and assorted booklets.

Even though there was about no student-to-teacher or teacher-to-student

contact, both the pupils and the instructor played critical function in the instruction

procedure in the Chemistry 4 category at manus. The professor was an excellent professor

and cognize all of his stuff highly thoroughly, and could easy convey the

information down to a degree in which all of us ( the pupils ) could easy

understand it with small or no trouble. He was besides really precise and organized in

his presentation of the information, and did non jump from one subject to another

without a proper segue which besides enabled us to better understand the talk. In

the instance of Chemistry 4, the professor was the banker, or individual who had big

sums of information which needed to be passed on to the pupils. He used the

banking construct in order to increase the information transportation rate. The pupils

besides played a critical function in the Chemistry 4 category. We ( the pupils ) were the 1s

who were supposed to be absorbing the given information and utilizing it subsequently both

on the trials, and farther on in the research lab. It was the occupation of the pupil in this

banking construct category to absorb as much of the information being hurled toward

them as humanly possible, retrieve it, and so utilize it once more later, even though

they were ne’er truly informed as to how to use it. There was ne’er a clip in

category where we could openly a

nd handily inquire the professor inquiries during

the talks. We were required to inquire him at a ulterior clip, such as after the talk

and category were finished. In this instance, the pupils were the receptacles to which all

the information the banker ( professor ) was lodging information into for future

usage, such as in a depositary.

Although there are many ruins to the banking construct of instruction,

there are besides a few strong points which should be highlighted. First of wholly, the rate

at which information is transferred from on individual to another is highly high. A

really big sum of information can be transferred utilizing the banking construct due

to its dictating nature. The banking construct is besides easier for the instructor because

the bash non hold to worry about replying inquiries, or treatments acquiring out of

manus, or pupils non groking all of the needed information, because they

merely maintain on lecture, which relieves a great trade of emphasis for the instructor. Besides,

the instructor is less likely to acquire off path when utilizing the banking construct of

educating as opposed to the job sitting construct. They do non hold to worry

about pupils? whether on intent or by accident? derailing the instructor? s train of

idea and disbursement clip on worthless topics which do non relater to the

present category. The banking construct is a more efficient, mechanical, and precise

signifier of instruction than the job presenting signifier of instruction.

As with anything, the banking construct besides has its defects. For case, the

changeless lecture of a professor/teacher can go really humdrum, and

possibly even tiring, which can abjure from the acquisition of the needed

information. Lectures besides tend to travel along instead rapidly, which can present a

job with all pupils being able to maintain up with the rapid gait of the lector.

Furthermore, the banking construct is non user friendly, because it forces all pupils

to conform to one criterion and one manner of acquisition, irrespective of whether or non

it is an effectual manner of larning for every pupil. In fact, many pupils can experience

instead alienated by the whole depersonalisation of the banking construct of

instruction. There is besides small chance for interaction between pupils and the

instructor, instructor and the pupils, and pupils with pupils. The banking

construct is a really individualised method of acquisition, where a individual is responsible

for their ain acquisition, and whether or non why are able to retrieve and treat

the information is entirely up to them. Whereas, the job presenting signifier of

instruction was designed with the pupil in head and allows them to interact with

other pupils, every bit good as the instructor. In the long tally, the job sitting signifier

could turn out to be more effectual, because it helps pupils to turn non merely

educationally, but besides as people who are capable of interacting and larning from

other people. The job presenting signifier is closer to the world of the? existent universe?

than the banking construct because it allows people to interact among each other,

merely like in life. It helps them to work out jobs and larn from people all at

the same clip alternatively of stifling their people accomplishments, such as is done in the

banking construct of instruction.

Although it is non the solution to every schoolroom state of affairs, the banking

construct of instruction is non the worst system either. It helps people? s heads to

develop on their ain and to be able to personally use and utilize given information

in a utile manner. Not everyone is capable of efficaciously larning all information by

agencies of the banking construct, but it is by far non the most uneffective manner. Many

people learn best from the banking system, and oftentimes it can non be avoided,

such as in the Chemistry 4 category which I took. There was virtually no other manner in

which the category could hold been efficaciously or expeditiously operated. All of the

information for the category was basic factual information, such as? it is insecure to run

in a laboratory. ? There is no manner to truly discourse something every bit factual as that. So,

in the instance of Chemistry 4, and the many other similar categories, there is no other

manner than the banking construct in which to efficaciously reassign the information from

the banker ( instructor ) to the receptacles ( pupils ) in the short category clip which has

been allotted. In the terminal, there is no manner to extinguish the banking construct of

instruction without besides extinguishing instruction all together.