Rigidly covering planned material reproduces passive banking education

Evidence

To focus on covering material precisely is one way to slip back into a banking system. That often happens when teachers ignore the mood of the class, the mood of the season, even the mood of the building. The simple act of recognizing a mood and asking “What’s this about?” can awaken an exciting learning process. — bell hooks, Teaching to Transgress, 305

Categorization

• XREF: connects to: University administration messages mirror banking education in K-12 settings — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 1186; Learners trained by banking education reflexively defer to the teacher even mid-dialogue — Paulo Freire, Pedagogy of the Oppressed, 156; Banking education deliberately produces students adapted to the oppressor’s world — Paulo Freire, Pedagogy of the Oppressed, 218 (+1 more)

Broader Connections

• Even well-intentioned professors reproduce banking behavior by micromanaging reading. #exemplifies (0.82) — Paulo Freire, Pedagogy of the Oppressed, 253
• University administration messages mirror banking education in K-12 settings #exemplifies (0.80) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 1186
• Learners trained by banking education reflexively defer to the teacher even mid-dialogue #expands (0.78) — Paulo Freire, Pedagogy of the Oppressed, 156
• Banking education deliberately produces students adapted to the oppressor’s world #expands (0.75) — Paulo Freire, Pedagogy of the Oppressed, 218