Pedagogy of the Oppressed
The central claim in the pedagogy of the oppressed is that the current education systems do not help solve real-world problems. Students are collectors or catalogers of the thing they store. In the analysis, the people themselves are the ones who have filed away through a lack of creativity and transformative thinking in this misguided system.
The goal of education is to be a transformative tool allowing individual students to think independently. That knowledge emerges only through invention and re-invention, through the restless and impatient and hopeful inquiry humans pursue in the world and with each other. Some are willing to and genuinely committed to liberation, and this calls for a complete rejection of the banking concept as it completely negates education and knowledge as process inquiry as well as projecting an absolute ignorance onto others.
The problem-solving education, in contrast to the banking education, offers real-life solutions and the constant unveiling of reality. The libertarian culture tries to create harmony between the teacher-student relationships in the current education system. The current education systems do not integrate well with the quest for solving real-life challenges rather than deposit knowledge to the student for banking. An approach on how to merge the education system and the free-thinking system should help address the underlying issues in the modern world.
Works cited
Freire, P. (1970). Pedagogy of the oppressed.