Reveals its fundamentally narrative character. This relationship involves a narrating subject (the teacher) and patient and listening objects (the students). Contents, be they values ​​or empirical dimensions of reality, tend in the process of narration to become lifeless and petrified. Education suffers from the disease of narrative. Narration (with the teacher as narrator) leads students to mechanically memorize the narrated content. Worse still, it transforms them into "containers", into "vessels" to be "filled" by the teacher. The more completely she fills the vessels, the better a teacher she is. The more docilely the containers are filled, the better the students. This is the “banking” conception of education, in which the scope afforded to students extends only as far as receiving, filing, and maintaining deposits. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an Original EssayIt is the people themselves who are dismissed due to the lack of creativity, transformation and knowledge in this (at best) misleading system. In the banking concept of education, knowledge is a gift bestowed by those who consider themselves wise to those who they believe know nothing. Projecting absolute ignorance onto others, characteristic of the ideology of oppression, denies education and knowledge as processes of inquiry. The educator-bank employee does not realize that there is no real security in his hypertrophic role, that one must try to live with others in solidarity. It is not possible to impose oneself or even simply coexist with one's students. Solidarity requires true communication, and the concept through which such an educator is guided fears and prohibits communication. Liberative education consists of acts of cognition, not transfers of information. It is a learning situation in which the knowable object (far from being the goal of the cognitive act) acts as an intermediary between the cognitive actors, the teacher on the one hand and the students on the other. Consequently, the practice of problematic education implies first of all that the teacher-student contradiction is resolved. Dialogical relationships, indispensable to the ability of cognitive actors to cooperate in the perception of the same knowable object, would otherwise be impossible. Please note: this is just an example. Get a custom paper from our expert writers now. Get a Custom Essay The problem-posing method works by not dichotomizing the teacher-student activity: it is not "cognitive" in one place and "narrative" in another. She is always "cognitive", both in preparing a project and in dialogue with students. He does not consider knowable objects as his private property, but as objects of his and his students' reflection. In this way, the problem-posing educator constantly reforms his or her reflections in student reflection. The students, no longer docile listeners, are now critical co-investigators in the dialogue with the teacher.