The Teacher and the Community, School

Culture and Organizational Leadership

(EDUC301)

CHAPTER 1

BANKING METHOD IN EDUCATION

 Traditional Approach in Teaching
 Teacher is a fountain of information
 Student is expected to store and remember information
given by the teacher
 In this method students consider as an Empty receptacle of
leaning (passive agent of learning)
 World is seen as static and unchangeable and students
should fit in as it is

Problem/Issues of Banking System or Method:

 The learners are not given opportunities to find
interconnectedness between and among these pieces of
information.
 The student do not see the relevance of this information to
the real life.

ISOLATED FACTS
 Facts are important
 Isolated is you just explain the topic but you do not connect
it to the other disciple or subjects areas
 Mile wide inch deep kind of learning
 However, with this banking system in education, there is too
much teaching, not enough learning

JOHN LOCKE (1632-1704): (THE

EMPIRICIST EDUCATOR)
Empiricism- Knowledge of the world is based
on one’s experiences.
 Child was born as Tabula Rasa
“Empty Slate”
 Child is neither inherently good or bad- Child character is
based on his experiences.

- Aquire knowledge about the world through the senses-

learning by doing and by interacting with the environment.
- Simple ideas become more complex through comparison,
reflection, and generalization- inductive method
- Questioned the long traditional view that knowledge came
exclusively from literary sources, particularly the Greek and
Latin classics
- Negated “Devine rights of the Kings
- People should be educated to govern themselves
intelligently and responsibility (Ornstein, 1984)

 For John Locke education is not acquisition of knowledge

contained in the Greek Books. It is learners interacting with
concrete experience, comparing and reflecting on the same
concrete experience. The learner is an active not a passive
agent of his/her own learning.
 From the social dimension, education is seeing citizens
participate actively and intelligently in establishing their
government and in choosing who will govern them from
among themselves because they are convinced that no one
person is destined to be ruler forever.
 Herbert spencer (1820-1903):
(Utilitarian Education)

“Survival of the fittest” mean that

human development had gone
through an evolutionary series of
stages from simple to complex and
from the uniform to the more
specialized kind of activity.

Science and other subject that

sustained human life and prosperity should
have curricular priority since it aids in the performance of
life.

Industrialized society require vocational and professional

education based on scientific and practical (utilitarian)
objectives rather than on the very general educational goals
associated with humanistic and classical education

Individual competition leads to social progress. He who is

fittest survives. (Ornstein, 1984)

Curriculum must be arranged according to their contribution

to human survival and progress.

Was not inclined to rote learning; schooling must be related

to life and to the their contribution to human survival and
progress.

John Dewey (1859-1952):

Learning through
experience
(Learning by doing)
 Education is a social process and school are related to the
society that it serves
-Since school is a social process its main Function is to shape
human characters and behavior

The sole purpose of education is to contribute to the

personal and social growth of individual

The sole purpose of education is to contribute to the

personal and social growth of individual

The steps of the scientific or Reflective method which

are extremely important in Dewey’s education theory
are as follows.
 The Learner has a “genuine situation of experiences”
involvement in an activity in which he/she is interested.
 Within this experiences the learner has a “genuine problem”
that stimulating thinking
 The learner possesses the information or does research to
acquire the information needed to solve the problem.
 The learner develop possible and tentative solution that may
solve the problem.
 The learner test the solution by applying them to the
problem. In this one way one discovers their validity for
oneself

The fund of knowledge of the human race-past ideas,

discoveries and invention was be used as the materials for
dealing with problem. This accumulated wisdom of cultural
heritage has to be tested. If it served human purpose, it
becomes part of a reconstructed experience

The school in the sense that is a social laboratory in which

children and youth could test their ideas and values. In here,
 the learner acquires the disposition and procedures
associated with scientific or reflective thinking and acting.

The school is social, scientific and democratic, The school

introduces children to society is a means of bringing children
into social participation.

The school is democratic because the learners is free to test

all ideas, belief and values. Cultural heritage, custom and
institution are all subjects to critical inquiry, investigation
and reconstruction.

 School are for the people and by the people. Schools are
democratic institution everyone is encouraged to participate
in the democratic process.
 Best Teaching Method is Problem Solving
 Students learn best when they are the center of the
educative process: They will think of the problem that they
are interested in.
 Student needs to research to solve the problem

 Dewey does not disregard the accumulated wisdom of the

past. These past ideas, discoveries and invention, our
cultural heritage, will be used as the materials for dealing
with problems and so will be tested. If they are of help, they
become part of reconstructed experience. If they are not
totally accurate, they will still be part of reconstructed
experiences.
 This means that the ideal learners for Dewey is not just one
who can learn by doing, e.g., conduct an experiment but one
who can connect accumulated wisdom of the past to the
present.

George Counts (1889-1974):

Building a New Social Order
 Education is not based on eternal truths but relative to a
particular society living at a given time and place

There is a cultural lag between material progress and social

institution and ethical values.

Instruction should incorporate a content of a socially useful

nature and a problem-solving methodology. Student are
encouraged to work on problem that have social
significance.

School become an instrument for social improvement rather

than an agency for preserving the status quo.

Teacher should lead society rather than follow it. Teacher are
agents of change.

School ought to provide an education that afford equal

learning opportunities to all students.

School and Teacher as Agents of Change

 For George Count schools and teachers should be agents of
change.
 School are considered instruments for social improvement
rather than as agencies for preserving the status quo.
Whatever change we work for should always be change for
the better not just change for the sake of change.
 Like Dewey, problem solving, should be the dominant
method for instruction.

Theodore Brameld (1904-1987):

Social Reconstructionism
 For the social reconstructionist, education is designed “to
awaken students consciousness about social problem and
engage them actively in problem solving

Social reconstructionist are firmly committed to equality or

equity in both society and education. Barriers of socio-
economic class and racial discrimination should be
eradicated

Social reconstructionist are convinced that education is not a

privilege of the few but a right to enjoyed by all.

Education is a right that all citizen regardless of race and

social status must enjoy.

Paulo Freire (1921-1997): Critical

Pedagogy

Paulo Freire, a critical a theorist, like social

reconstructionist, believed that systems
must be changed to overcome oppression and improve human
conditions

Education and literacy are the vehicle for social change. In his
view, human must learn to resist oppression and not become its
victim, nor oppress others. To do so requires dialogue and critical
consciousness, the development of awareness to overcome
domination and oppression.

Rather than “teaching as banking” in which the educator deposits

information into students’ heads, feire saw teaching and learning
as a process of inquiry in which the child must invent and reinvent
Teachers must not see themselves as the sole possessors of
knowledge and their students as empty receptacle. He call this
pedagogical approach the “banking method” of education.

Teachers must not see themselves as the sole possessors of

knowledge and their students as empty receptacle. He call this
pedagogical approach the “banking method” of education.

A democratic relationship between the teacher and her students

is necessary in order for the conscientization process to take
place

Dialogue is the basis for critical and problem-posing pedagogy, as

opposed to banking education, where there is no discussion, only
the imposition of the teacher’s ideas on the students. (Ornstein,
1984)