In addition, he argues the banking approach stimulates oppressive attitudes and practices in society.
Instead, Fire advocates for a more world- mediated, mutual approach to education that considers people Incomplete.
He also points out that the main reason for this concept not being effective is because there is no teacher-student dialogue and the creative mind is inhibited.
Freire criticized this model of education because he believed it made students into passive objects to be acted upon by the teacher; this will result in the students accepting and adapting to the world deposited on to them.
According to Fire, this “authentic” approach to education must allow people to be aware of their incompleteness and strive to be more fully human.
This attempt to use education as a meaner of consciously shaping the person and the society is called centralization, a term first coined by Fire in this book. This is in line with the Lavabo Viewer Pinto’s use of the word/idea in his “Consciences Realized National” which Fire contends is “using the concept without the pessimistic character originally found in Jaspers” (Note 15, Chapter 3) in reference to Karl Jasper’s notion of ‘Gratuitousness’.
Allen July 22, 2012 Paulo Freire has a problem with how education has been conducted since the 19th century.
In his essay, Pedagogy of the Oppressed, Freire compares two concepts of education that are present today, banking and problem-posing.
Examining how the balance of power between the colonizer and the colonized remains relatively stable, Fire admits that the powerless in society can be frightened of freedom.
He writes, “Freedom Is acquired by conquest, not by gift. Freedom is not an ideal located outside of man; nor is it an idea which becomes myth.