Reveals its fundamentally narrative character. This relationship involves a narrator Subject (the teacher) and patient, listening objects (the students). Contents, whether values ​​or empirical dimensions of reality, tend, during the process of narration, to become lifeless and petrified. Education suffers from the disease of storytelling. Narration (with the teacher as narrator) leads students to mechanically memorize the content being told. Worse still, this transforms them into “containers”, “receptacles” that the teacher must “fill”. The more completely she fills the receptacles, the better teacher she is. The more obediently the containers allow themselves to be filled, the better their pupils become. This is the "banking" concept of education, in which the scope left to students extends only to the receipt, classification and storage of deposits. Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”? Get an original essay It is the people themselves who are harmed by lack of creativity, transformation and knowledge in this (at best) misguided system. In the banking concept of education, knowledge is a gift bestowed by those who consider themselves knowledgeable to those they consider knowing nothing. Projecting absolute ignorance onto others, characteristic of the ideology of oppression, denies education and knowledge as a process of inquiry. The educator-bank employee does not realize that there is no real security in his hypertrophied role, that he must seek to live in solidarity with others. You cannot impose yourself, or even simply coexist with your students. Solidarity requires real communication, and the concept by which such an educator is guided fears and proscribes communication. Liberating education consists of acts of cognition and not transfers of information. It is a learning situation in which the knowable object (far from being the end of the cognitive act) serves as an intermediary between the cognitive actors teaching on the one hand and the students on the other hand . Consequently, the practice of problem-posing education implies from the outset that the teacher-student contradiction be resolved. Dialogical relationships, essential to the capacity of cognitive actors to cooperate to perceive the same knowable object, are otherwise impossible. Keep in mind: this is just a sample. Get a personalized article from our expert writers now. Get a personalized essay The problem-posing method should not divide the activity of the teacher-student: it is not “cognitive” at one point and “narrative” at another. It is always “cognitive”, whether it is preparing a project or engaging in a dialogue with students. He does not consider knowable objects as his private property, but as an object of reflection by himself and by students. In this way, the problem-posing educator constantly reformulates his or her thoughts in student thinking. Students, no longer docile listeners, are now critical co-investigators in dialogue with the teacher..