Banking Model of Education in Teacher-Centered Class: A Critical Assessment

Paulo Freire in his seminal work Pedagogy of the Oppressed rigorously condemns banking model of education, which implies the learners’ receiving knowledge passively as empty vessels from the teacher , who is supposed to be store-house of knowledge, in the traditional teacher-centered classroom. This article presents relationships of banking education with some other learning theories, i.e., tabula rasa and nativist theory, Derrida’s logocentrism, CLT and post-method pedagogy, and lastly it explains the socio-cultural root of banking education and, therefore, the difficulty of replacing it by other pedagogical innovations.