In order to pull away from the constant bad habit of teachers feeding students things they think they should know and not allowing the students to learn for themselves, a different relationship needs to be developed between them both. By reconciling the contradiction of the stereotype relationship between student and teacher, one can then realize that both are the same and can each teach each other things, while learning without one being superior to the other.
"Education must begin with the solution of the teacher- student contradiction, by reconciling the poles of the contradiction so that both are simultaneously teachers and students."
2. Pg. 70, Paragraph 4
By pulling everyone away from the idea of oppression, it is easier for them to understand and be aware of the importance of learning from and for themselves.
"The solution is no to "integrate" them into the structure of oppression, but to transform that structure so that they can become "beings for themselves."
3. Pg.71, Paragraph 2
Those who are trapped inside the world of oppression should soon discover the problems of following one's teachings and beliefs instead of their own, by experiencing things in which they learn themselves. They will learn that reality is not taught, its learned through experiences which each person goes through themselves, a sort of process.
"They may discover through existential experience that their present way of life is irreconcilable with their vocation to become fully human. They may perceive through their relations with reality that reality is really a process, undergoing constant transformation."
4. Pg.71, Paragraph 3
Although students may soon realize themselves that the importance of learning comes from both experiencing things, and understanding reality as it really is, the teacher is also responsible themselves for pulling themselves out of society's obliviousness to the "Banking Concept." By doing so, the teacher must be willing to be partners with the students, helping them along the way, and excepting every one's ideas and creativity even if it does not match his own.
"His efforts must be imbued with a profound trust in men and their creative power. To achieve this, he must be a partner of the students in his relations with them."
5. Pg.72, Paragraph 4
In order to let everyone think for themselves and accept reality for what it really is, the teacher must be willing to talk with everyone and listen to what they have to say. By doing so, one must listen without pushing what they know into the minds of the students, making them think what they believe is wrong, or not correct because the teacher believes different. The ability to talk with one another, and communicate thoughts and ideas is very important.
"The Teacher cannot think for his students, nor can he impose his though on them. Authentic thinking, thinking that is concerned about reality, does not take place in ivory tower isolation, but only in communication."
6. Pg. 75, Paragraph 3
By taking education to a new level of free thinking and independence, the seriousness and condemned teachings of the "Banking Concept" are completely erased from education as freedom itself. The freedom of education allows the students and teachers to think for themselves, experience things, and live in actual reality.
"Education as the practice of freedom-as opposed to education as the practice of domination-denies that man is abstract, isolated, independent, and unattached to the world."
7. Pg.77, Paragraph 1
In order to rid the world of oppression to education, it must actually occur, rather than be talked about. Action has to take place in order for the world of education to become something new, and free. Education must become revolutionary.
"Education is thus constantly remade in the praxis. In order to be, it must become."
8. Pg. 77, Paragraph 6
No one has the right to tell someone who or what to be. By doing so, they are creating a false person, with false human characteristics disregarding who that person really is. Forcing someone to be who they are not, makes them in a way, dehumanized from themselves and towards others.
"No one can be authentically human while he prevents others from being so. Attempting to be more human, individualistically, leads to having more, egotistically: a form of dehumanization."
9. Pg. 78, Paragraph 1
Fighting for the right to be a humanist will end the problems of being considered an object rather than a subject amongst reality. Also, the false interpretation of the reality they once thought they knew, will disappear. The idea of being able to have one's own thoughts and ideas will become more evident and the idea that no one is considered an individual will be non existent.
"To that end, it enables teachers and students to become subjects of the educational process by overcoming authoritarianism and an alienating intellectualism; it also enables men to overcome their false perception of reality. The world-no longer something to be described with deceptive words-becomes the object of that transforming action by men which results in their humanization."
10. Pg. 78, Paragraph 2
No one can just sit back and expect things to change. Each person must be their own individual in order to pull away from the"Banking Concept". By doing so, others will follow and the "Banking Concept" will no longer be an educational method to be relied upon. With the amount of individuals willing to change relationships, communicate, and take reality for what it really is, a new creation of education will be created, and others will follow.
"In the revolutionary process, the leaders cannot utilize the banking method as an interim measure, justified on the grounds of expediency, with the intention of later behaving in a genuinely revolutionary fashion. They must be revolutionary-that is to say, dialogical-from the outset."
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