"Pedagogy of the Oppressed"

The chapter from "Pedagogy of the Oppressed" focuses on issues related to teaching students. The instructional method this chapter calls into question is one where students are expected to take in knowledge, without an opportunity to apply or question. This method allows no room for growth or development of a student's capabilities. This manner in which educational material is presented to students impedes and inhibits the development of critical thinking skills, discouraging free thought and questioning authority. As a consequence, progress and development in society stagnates.

Merely depositing information to students, a method referred to as "banking", discourages the development of skills and abilities that are vital to functioning in society. In particular, the development of critical thinking skills is severely stifled. In order for this depository style of education to function, students cannot question information presented by their teachers. This creates the perception that lessons from teachers are supposed to be treated as immutable and unchanging facts about the world, and discourages students from asking questions and thinking critically about the world. On a larger scale, this also affects students in their ability to think about the world, shaping their perceptions and preventing them from forming critical opinions based on information they receive.

Instead of relying on this "banking" method to educate students, instruction should encourage thinking about material and allow students to challenge and question information.  Instruction should present students with a variety of situations that are relevant to students, engaging students beyond reciting information. A drastic reform throughout education is vital for the development of students and their ability to think for themselves. Instruction should teach students to be able to think for themselves, rather than what they should think. In doing so, teachers can encourage critical thinking skills and the development of independent thought within their classrooms.