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I think I have experienced banking education in most of my educational experiences. It feels a lot like I am just "learning" by memorizing information and regurgitating it on a test. -Nah

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I think I have only really experienced problem-posing education in this higher education with discussion based classes. Discussions encouraged me to understand the content more in order to form my own thoughts and opinions about it. The content from these classes felt more memorable. -Nah

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Hidden curriculum that comes with banking education is obedience because students are not allowed to question what is taught to them. -Nah

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Dialogue in banking education feels more one way, like reading a book. But in problem-posing education, I think the dialogue would be more of a conversation that provokes thought. -Nah

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In problem-posing education, the teacher needs to set the environment that facilities conversation. It feels like most of the educational system is banking education, so it would be a learning experience for students to interact with problem-posing education. In banking education, there is a higher authority to the teacher and it is expected that they are the center of knowledge in the classroom. However, everyone in the classroom should be a source of knowledge. -Nah

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I believe a lot of my university undergrad classes that were structured as lectures definitely fulfill the idea of banking eduction. They were very tiring and a bit unfulfilling in terms of enjoying learning.

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In problem-posing and educator is an uplifter. In banking education the educator is the authority/all-knowing figure.

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The reactive nature of banking education can lead to a situation where students may view education as a series of tasks to be completed rather than a meaningful and engaging journey of discovery. Because students may become overly dependent on authority for knowledge and direction, rather than developing the skills to find and construct knowledge independently.

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I did a leadership program that was one week during the summer, three summers in row. The program definitely leaned towards problem-posing when introducing and teaching concepts of leadership. It was conversation based and had a lot of student lead activities. Very inclusive teaching.

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In banking education, the role of dialogue is minimal, if not non-existent. In contrast, dialogue is the foundation of problem-posting education because teachers and students engage in a two-way exchange of ideas.

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Banking education = Telling

Problem-posing education = conversing

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Most of my education through undergrad was banking education. It was excruciatingly boring if I didn't already have an interest in the material, and the one-way model made it harder for me to form interest. It felt like student perspectives weren't worth much.

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In problem-posting education, educator is a co-learner, whereas educator is reproduction of existing knowledge in banking education.

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I particularly felt banking education in my high school history class because the course relied on textbooks, which were mainly taught by the teacher to tell information about historical events, dates, and people. Meanwhile, students were required to read, take notes, and memorize the content.

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most of my k-12 experience was banking education besides a handful of wonderful teachers that I could list on one hand. I hated school, I was unengaged unless I felt seen.

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my high school English teacher, ms. Carrillo I think about often. every class was all of us in a circle, reading together and writing together. we shared about our experiences and mr Carrillo shared her experiences. I did ALL the reading and was engaged in class. I loved that class and looked forward to her input often.

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I felt problem-posting education in this class. Because class discussions promote dialogue between students, sharing their ideas and analyzing different social justice issues. And, we were encouraged to critically engage with the readings.

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I took a medical terminology class in high school. As you can imagine it was a lot of memorization and there wasn't really much room for collaboration between the teacher and students. It was just 100 words or terms a week and then assessments weekly on what we memorized. It just felt like being lectured at and then told to memorize 100 word quilzlets over and over.

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I experienced problem-solving education in my high school Latin courses. I engaged with parts of the subject a lot more readily because I was excited to hear what other students had to say about stuff I didn't care about. For example, I don't find Roman history particularly interesting on its own, but hearing a history buff draw connections between Roman history and more recent events was fascinating.

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I think I have experienced problem-posing education most in college. I especially recall some of my arts courses like my comics class. The professor was extremely down to earth and encouraged students to provide feedback on our lessons as well as the way our class was structured.

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Banking education teaches kids the expectation of being obedient and deferent to authority, no matter the student's experience. When a student resists banking education, according to the hidden curriculum, they will be labeled as defiant and disobedient.

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In banking education, the "dialogue" is one-way and may be more accurately described as a monologue. The information flows from the teacher to the student. Problem-posing education hinges on multidirectional dialogue, both between the student and teacher and between students.

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Banking education suggests that the students are only there to hear what the knowledge holders have to say (teachers) and that there is no room for anything else. They are expected to just sit and absorb information like empty vessels with no other purpose.

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In banking education there is little to no dialogue between the teacher and student. It is comprised of one way dialogue from teacher to student. In problem-posing education there is an open line of communication between the teacher and student.

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In problem-posing education the teacher acts as a facilitator and is not on a podium within the classroom. They are still respected, but allow for discourse and conversations to flow in both directions. Whereas in banking education the teacher's role is the all knowing individual that knows more than everyone else in the room so you should just sit silently and listen.

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Dang, so many of my college courses were "banking" in structure. I used to really love it---at least if I liked the material. By the end of college, after having more "problem posing" and participatory classes, I lost my patience with some of the remaining lib eds that were taught via direct instruction. This was especially true when the profs clearly didn't care/were not invested in teaching.

Honestly, though, I don't think lectures are inherently banking, if the class itself is structured with intention. If placed in a bigger picture of community and participating, a well-crafted lecture or speech can play a meaningful role.

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Youth studies! I had an incredible adolescent development class during undergrad that was deeply informed by Freire-ian problem-posing values. We did so much self-reflection, shared the burden of teaching and learning (facilitating mini lessons for each other), and had really deep, multi-faceted discussions. Our lived experiences were central to the class---then we supplemented our learning with occasional readings, lectures, or documentaries. This was a beautiful class!

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Banking education implicitly communicates that the learner knows nothing---they have nothing to bring to the table. Teachers hold all the power and all the ideas

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Banking education has little space for dialogue. If there is discussion, it's often superficial.

For problem posing education, dialogue is paramount. It's the soil from which the learning and discovery grows. We need each other to learn---to read the words and the world.

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The teacher is more of a "guide on the side" in problem-posing education. They facilitate, they support.

In banking, the teacher is the "sage on the stage".

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All throughout K-12. Every single grade. Every single subject.

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All throughout K-12. Every single grade. Every single subject.

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-Kydell

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Only in college. Even still, many college classes rely on banking education

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Only in college. Even still, many college classes rely on banking education

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-Kydell

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It suggests that the only knowledge worth knowing is what they ask you to remember. Nothing else matters.

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It suggests that the only knowledge worth knowing is what they ask you to remember. Nothing else matters.

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-Kydell

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I really can't say it better than Karine. Banking requires one way dialogue, if any. "Do this, know this, learn this way"

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I really can't say it better than Karine. Banking requires one way dialogue, if any. "Do this, know this, learn this way"

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-Kydell

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The role of the teacher becomes highlighting the students' experiences as important and crucial to the classroom experience. 

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The role of the teacher becomes highlighting the students' experiences as important and crucial to the classroom experience. 

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-Kydell

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hidden curriculum of banking education feels like teachers trying to do minimum work at this point. the easiest way to control a classroom is by being a tyrant, however it is not the same type of control.

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dialogue is mostly done by teacher in banking ed. it is more lecture form, unless given assignment for oral presentation. not much room for kids.

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teachers meet students where they are at. the teacher must recognize they are there to HELP students grow not MAKE students grow, with this in mind there is a level of collaborating in the classroom; leaving more room for student to be in conversation and in charge of their own learning therefore taking more initiative therefore actually learning

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Banking education was always the default in my schooling- I don't think I encountered a class that was non-banking until I had one social studies teacher late in high school.

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I had one social studies teacher in high school who was really good at allowing for free inquiry. It inspired a lot of my passion for social studies.

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It places strict hierarchy of knowledge and builds passive students. When the people above you hold the keys to all action and agency it encourages passive consumption and nothing else

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A teacher in a problem-posing classroom is a collaborator just as much as a knowledge holder. In banking education that teacher is the knowledge holder and their job is to deliver knowledge.