"It is not surprising that the banking concept of education regards men as adaptable, manageable beings. The more students work at storing the deposits entrusted to them, the less they develop the critical consciousness which would result from their intervention in the world as transformers of that world. The more completely they accept the passive role imposed on them, the more they tend simply to adapt to the world as it is and to the fragmented view of reality deposited in them." (Freire pp. 261)
The following quote excerpted from Freires' essay was somewhat difficult because as he states his argument he does the very thing that he is against. He talks of the "Banking" concept of education which is a method used to oppress the individuality of the student making them to be "receptacles" or "containers" which are then filled by the teacher. This type of structure provides no room for growth except through the instructor.
It puts the giver in a position where authority is justified as long as the receiver continues to accept without question. Freire states that such is not conducive to a normal learning process and only profits the educator.
Throughout the selection Freire continues by giving examples of the fallacies in the banking concept and then proposes a solution, the "problem-posing" education.
Freire defines problem-posing education as the system that is an answer to the banking concept. The two systems are opposites. Further, problem-posing education is said to place teachers as "partners of the students in their relations with them" (266). Teachers and students are put on a level playing field in which both are equal to each other. This equality is supposed to create discussion between the teacher and student and should allow the two to learn from each other.