The banking concept of education relies on memorization to gather information, rather than engagement to enhance knowledge (Freire, 1970, p. However, recent developments with our current government are cementing the banking concept of education firmly in place in elementary, secondary and post-secondary schools across the province. Ontario’s education system contains compulsory courses and electives, STEM and humanities, and essentially contains elements of both of systems in an effort to provide a well-rounded education to youth. Freire provides an alternative to this system, called problem-posing education, where both students and teachers learn and are taught through critical thinking activities, along with engagement with one another and the world around them (Freire, 1970, p. Engagement in critical thought is not accepted in this system of education, which Freire suggests is a form of oppression that effectively silences students (Freire, 1970, p. Essentially, the banking concept of education suggests that a teacher deposits material into students, who essentially become containers for information (Freire, 1970, p. This concept may be familiar to many of us as students of standardized education. In Chapter 2 of Paulo Freire’s Pedagogy of the Oppressed, the author addresses what he terms as the “banking concept” of education (1970, p.
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