Freire’s banking-model critique merely echoes Dewey’s older identical complaint about passive schooling.

Evidence

To the latter, the current educational system looks much like Freire described fifty years ago—a “banking system” where students are empty vessels to be filled with knowledge. In this scenario, teachers do not enter into a dialogue with students, suggesting that learning becomes a transactional process often with little or no meaningful impact on the student or teacher. Freire was echoing the same criticism voiced by John Dewey (1916/1966) when he opined “Why is it in spite of the fact that teaching by pouring in, learning by a passive absorption, are universally condemned, that they are still entrenched in practice?” (p. 38). — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 713

Categorization

• XREF: Links Freire’s banking model to Dewey’s identical criticism, spanning 1916–1938 — a cross-citation of two canonical critics of passive schooling worth tracing.
• QUESTION: Investigate why a critique condemned as wrong for over a century (Dewey 1916, Freire 1968) remains entrenched — what forces reproduce banking pedagogy despite universal intellectual condemnation?