Banking education deliberately produces students adapted to the oppressor’s world

Evidence

It follows logically from the banking notion of consciousness that the educator’s role is to regulate the way the world “enters into” the students. The teacher’s task is to organize a process which already occurs spontaneously, to “fill” the students by making deposits of information which he or she considers to constitute true knowledge. And since people “receive” the world as passive entities, education should make them more passive still, and adapt them to the world. The educated individual is the adapted person, because she or he is better “fit” for the world. Translated into practice, this concept is well suited to the purposes of the oppressors, whose tranquility rests on how well people fit the world the oppressors have created, and how little they question it. — Paulo Freire, Pedagogy of the Oppressed, 218

Categorization

• DEFINE: Crisp definition of the banking model’s telos: the ‘educated’ person is defined as the adapted person, which is exactly the mechanism by which it serves oppression.
• ADDENDUM: Core mechanism for ‘Grafting & Growth’ analog — here the adapted individual parallels adapted infrastructure that serves the dominant design rather than questioning it.
• XREF: connects to: Student debt converts education into job training and suppresses rebellion. — Max Haiven, Cultures of Financialization, 549; Compulsory education makes students a captive audience whose attention can be monetized — Tim Wu, The Attention Merchants, 9; Neoliberal school reforms operate as Freirean banking education — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 943 (+2 more)