Paulo Freire

page 69, para. 1, The banking concept doesn't teach the meaning behind anything, it is all on the surface and there is no deep thinking that needs to be done. "The outstanding characteristic of this narrative education, then, is the sonority of words, not their transforming power."
page 69, para. 3, Education requires people to be original, to be innovative, to think out of the box and communication with others is essential to this process. "Knowledge emerges only through invention and reinvention, through the restless, impatient, continuing, hopeful inquiry men pursue in the world, with the world, and with each other."
page 69, para. 5, There cannot be a hierarchy between teachers and students, they need to both learn from each other and also teach each 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."
page 71, para. 2, If peoples main goal is to find their true being, they will realize that the banking concept is not allowing them to do that and then they will rebel for their freedom. "If men are searchers and their ontological vocation is humanization, sooner or later they may perceive the contradiction in which banking education seeks to maintain them, and then engage themselves in the struggle for their liberation.
page 71, para. 5, The banking concept implies that there is a big difference between people and the world; we exist but not with the world or with others and we can not really change that. "Implicit in the banking concept is the assumption of a dichotomy between man and the world: man is merely in the world, not with the world or with others; man is spectator, not re-creator."
page 72, para. 4, It is necessary for life for people to interact, especially teachers and students. "Yet only through communication can human life hold meaning."
page 72, para. 4, Teachers cannot put their own thoughts into their students heads, they are there to guide them and help them have their own thoughts. "The teacher cannot think for his students, nor can he impose his thought on them."
page 74, para. 2, With communication there is no clear distinction between teachers and students, they are one in the same. "Through dialogue, the teacher-of-the-students and the students-of-the-teacher cease to exist and a new term emerges; teacher-students with students-teacher.
page 74, para. 2, In the banking concept there is no advancement in education but with communication and dialogue, both teachers and students learn. "The teacher is no longer merely the-one-who-teaches, but one who is himself taught in dialogue with the students, who in turn while being taught also teach.
page 75, para. 1, Banking education prevents original and innovative thinking but problem posing education really encourages it. "Whereas banking education anesthetizes and inhibits creative power, problem-posing education involves a constant unveiling of reality."