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Rhetorical Analysis on the Banking Concept of Education

Date:  2021-05-20 12:50:55
4 pages  (964 words)
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The author is a teacher who persuades the students on the banking concept. He puts an argument to make the student get the knowledge of the main idea so that they can process the inquiry. The teacher projects the argument out of the ignorance of the student and the opposite of what the students thinks. He or she uses the language to make the student attentive and also trust in his judgment. The argument is based on the teacher-student contradiction and by reconciling the poles of contradiction such that the contradictions maintain the relationship of the teacher and the student (Freire's 2). The author develops a basis whereby he argues by indirectly stating what leads to the concept of banking. By contradicting the fact that a solution cannot be found in a banking concept but rather on the attitudes and practices leads to mirroring an oppressive society, it makes the student think deeper and tries to raise all sought of ideas.

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In the relationship that exists, the teacher knows everything but the students doesn't know anything. By contradicting the situation, the student develops an illusion of action through the act of the teacher. The authors try to argue by invoking the conscience of the students so that they can work at restoring the deposits entrusted to them. The argument indicates that the banking concept of the adult education will never reveal the reality to the students and make the effort to change the men and women into automatons (Freire's 5). The people who use the bank approach does not domesticate reality, and they might discover through their experience that their present way of life and what they have believed in is irreconcilable. The author uses knowledge and his power to be listened to as a way to make the student process the argument and agree that reality is a process that is undergoing changes. The changes are the reason that will allow the student to perceive the contradictions and make them decide that it was time to be liberated.

The author chooses a perfect audience for the contradictory argument since they were students. The students are required to listen to the teacher at any cost, and they follow in the act of the teachers through their illusion. The author is assisted by the mirror of the society which indicates that the teacher talks and the student listen (Freire's 9). The teacher is always the subject of the learning process and so the language used and his experience to give the students their significance that detaches them from what they thought they knew and words become alienated and verbosity.

The mode of appeal that the author uses is commonly ethos and logos. The author made the student understand that the bank concept would never allow them to consider the reality critically. The logos persuasive concept deals with the logic, and the author uses this to make the argument acceptable. The logic of the view that a person is not a conscious being but rather the professor of conscience is a logos perspective. One might not understand that the things that lie around them are accessible to their consciousness (Freire's 10). It is considered to be logic that the role of education is to regulate the approach that is made to enable the student understands how the world works. The method of evaluating knowledge and approach serves to obviate the thinking of the audience. The logic given is that the clerk educator of the bank does not realize that there is anything like true security and that one must seek to live with the others in unity. Banking education begins with a false understanding of people as objects, and it produces the opposite of the expectation. The teacher persuaded the students that far from the illusions they might have the banking concepts, its overwhelming control can cause suffering and can transform the students into receiving objects. Liberation is what the students were persuaded to hope and get but unfortunately the cause of freedom are surrounded and influenced by the banking concept.

The students are implored to embrace the process of humanization through considering authentic freedom. The ethics of the matter is the fact that the student is not always called to know but to memorize the content of the teacher. As much as it is supposed to be the students idea, the teacher is the primary factor in making the plan to be generated. The student does not practice any act of cognition, since what is supposed to be directed is the property of the teacher and not the critical reflection (Freire's 11). The teacher, therefore, inhibits the creative power and unveils the reality.

The way to persuade through this approach is to make himself a reflection of the student. By reflecting themselves, they increase the perception of the scope. Banking education resists dialogue, but the teacher uses the ethical perspective to persuade the students that the problem is posing educators regards dialogue as indispensable to the act of cognition, therefore, unveiling reality. Banking concepts reinforce men fatalistic perception of the situation, and it becomes the object of cognition.

The rhetoric was also persuasive to the fact that the understanding of the transformation so that the reality can be unveiled developed in a greater meaning. Inventions and perception are what leads someone to acknowledge that there are a historical reality and a susceptibility to transformation. I was persuaded to understand that as much problem are posed to make one relate them to the world, one feels challenged to respond and embrace the reality of the change. Its true that true comprehension can only be channeled through conversation and sharing the interpretations of all the students that are involved.

Work cited

BIBLIOGRAPHY \l 1033 Freire's, Paulo. "The Banking Concept of Education." (n.d.): 1-12.

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