The paper 'Model Outline by Freire in Pedagogy of the Oppressed" is a perfect example of a management book report. The banking model approaches education as a structure for depositing knowledge to passive recipients, where the students form the depositories of knowledge while the teachers assume the role of a depositor of knowledge. This model, therefore, suggests a paradigm of education called the banking education (Rugut and Osmun 2013). The teacher provides communiqué s and knowledge deposits that the students acquire and, memorize. The centrality in banking education, as Freire explains in his works the “ Pedagogy of the Oppressed, ” is the teacher-student relationship, where total dichotomy exists between the learner and the educator.
Accordingly, the teacher has absolute knowledge, which suggests his authority to control the students, and where the student remains meek in order to absorb the knowledge transmitted by the teacher. On the other hand, the dialogical model relies on Freire’ s dialogic action theory, which suggests that dialogue or interchange of knowledge plays a crucial role in education. The dialogical model suggests a paradigm of education called the problem-posing education, as it involves a dialogue between the teacher and the student.
In this approach, the student and the teacher cooperate while finding a solution to a problem. Accordingly, the teacher and student engagement with the truth, which the two consider it a component of the praxis. This paper discusses the difference between the banking model, the dialogical model, and their irrelevance to modern-day management students. This paper argues that between the banking model and the dialogical model, the dialogical model is more irrelevant to the modern management students, as it places emphasis on dialogue, which makes it inappropriate for formal education that characterizes the curriculum-based and teacher-centered modern management education. Theoretical background Hence, within the “ banking” model, the scope of action is limited to issuing of knowledge deposits, which are received, filed, and stored by the students.
According to Freire (2005), the banking concept considers the teachers to be knowledgeable instructors that bestow knowledge to recipients who know nothing.
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