Scribd
Upload
1K views6 pages

Banking Method: The World Is Seen As Static and Unchangeable, and Students Are Simply Supposed To Fit in As It Is

The document describes the traditional "banking method" of teaching where: 1) The teacher is the center of the class and imparts information to passive students. 2) Students simply memorize the facts provided by the teacher without developing critical thinking skills. 3) This approach promotes student dependence on the teacher and does not encourage real-world application of lessons.

Uploaded by

Lorie
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
1K views6 pages

Banking Method: The World Is Seen As Static and Unchangeable, and Students Are Simply Supposed To Fit in As It Is

The document describes the traditional "banking method" of teaching where: 1) The teacher is the center of the class and imparts information to passive students. 2) Students simply memorize the facts provided by the teacher without developing critical thinking skills. 3) This approach promotes student dependence on the teacher and does not encourage real-world application of lessons.

Uploaded by

Lorie
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 6

 The most traditional approach in

teaching
 A teacher-centered approach of
teaching
 Teacher are the foundation of the
class and the students will just store
and remember the information given
by the teacher

BANKING THE WORLD IS SEEN AS STATIC AND


UNCHANGEABLE, AND STUDENTS ARE

METHOD
SIMPLY SUPPOSED TO FIT IN AS IT IS
Problems of Banking
Method
1. Prevent students from developing skills that make themselves fair-
minded critical thinkers.
2. Promotes the student to depend only on the teacher
3. This does not make the learners to reflect and connect in real life
what he/she was taught

STUDENTS ARE JUST PASSIVE AGENTS OF LEARNING


ISOLATED FACTS
 Facts are important
 “Mile wide inch deep” kind of learning
 Facts that are without the other facts, makes no sense

THERE IS TOO MUCH TEACHING BUT NOT ENOUGH LEARNING


JOHN LOCKE
EMPIRICIST EDUCATOR (1623-1704)

 Empiricism – believes that knowledge of the


world is based on one’s experience
 A child is a “Tabula Rasa” or a Blank Slate
 Learners learn from authentic experiences
 Not a fan of classics
 He believes that knowledge does not only
came from literary sources
 He opposed the “divine right of kings”
theory
 He proposed self-government

NO ONE IS DESTINED TO BE A RULER FOREVER


HERBERT SPENCER
Utilitarian Education (1820-1903)
 Utilitarianism – effort to provide an
answer to the practical question
“what ought a person to do?”
 “Survival of the Fittest”
 Knowledge through scientific and
practical objectives
 Curriculum must be arranged
according to their contribution to
human survival and progress
 Specialized Education of Spencer vs.
General Education
JOHN DEWEY  Education is a process and so school
is intimately related to the society it
Learning through Experience (1859-1952)
serves, children are a socially active
human being
 Dewey’s Educational Theory: Steps of
the Scientific and Reflective Method
1. Learner has a genuine situation of
experience
2. Within the experience the learner has a
genuine problem
3. The learner then possesses information
or does research
4. Learner develops possible and tentative
solutions
5. Learner tests the solution through
application
 Dewey does not disregard the
accumulated wisdom of the past

You might also like