Think of North Korea, Taliban controlled Afghanistan and it is evident that authority figures can produce students that cannot learn beyond what was taught within the four walls of the classroom.
In societies wherein democratic ideals are not part of the norm then this problem is multiplied in a significant manner and produces a society that cannot break free from the shackles of poverty and backward thinking.
However, Freire made it clear that “Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other” (Freire, p.320).
Aside from the lack of creativity and the inability to inspire the students to go beyond the syllabus, this type of teaching sends a negative message.
If students are treated this way then they will behave like a banking institution, meaning that they are like inanimate objects unable to interact and understand concepts taught them and appreciate them to the point that they can use it to enhance their lives and the people around them.
Freire added, “The banking approach to adult education, for example will never propose to students that they critically consider reality” (Freire, p.320).
This is in sharp contrast to the teaching style that was criticised by Freire.
More importantly, learning is facilitated through dialogue characterised by a symbiotic relationship wherein teachers and students learn from each other.
This is especially true in Third World societies were the evidence of oppression requires no imagination to understand.
According to one scathing remark, “Perhaps we should not be surprised that education end up like banking …