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• Pg. 69, Par. 2: Freire explains how the Banking Concept of Education works. He uses the analogy of students being empty containers and teachers being the depositors that are to deposit information into these containers. The teachers are not really teaching the information and explaining the how's and why's, but instead are just filling the student's heads with facts and numbers. Teacher's believe that to be a "good" teacher they must fill the containers completely, and "good" students allow their containers to be filled. Freire does not agree to this concept and believes that to be a "good" teacher and to actually teach your students, you must use communication. Without communication and interaction, the act of learning cannot be complete.

"The more completely he fills the receptacles, the better a teacher is. The more meekly the receptacles permit themselves to be filled, the better students they are."

• Pg. 69 Par. 5: Teaching goes both ways. The teacher educates the student just as much as the students are to teach the teachers. Teachers must learn from their students and their experiences to help them become better educators. If a teacher does not allow themselves to learn from their students, they will not live up to their potential as teachers. Most of the time, the students do not realize that they are their teachers are actually learning from the students. But the teacher must accept that the teaching goes both ways.
  

"Education must begin with the solution of the teacher-studen contradiction, by reconciling the poles of the contradiction so that both are stimultaneously teachers and students."

• Pg . 70 Par. 4: In order for students to truely learn they must understand and accept why they are learning it. They cannot just be told information without having any say in why they are learning it. Freire says that the solution for this is to transform the students into their own beings. Teachers must allow their students to think for themselves and to want to learn.

"The solution is not to "integrate" them into the structure of oppression, but to transform that structure so that they can become "beings for themselves."

• Pg. 71 Para. 3: Teachers cannot wait for the students to realize their own thoughts and to finally one day ask the question, "Why are we learning this?!". The teacher, from the beginning, must put forth the effort to involve the students and allow them to understand why they are learning this. And they should, in some ways, include them in the curriculum.
  

"But the humanist, revolutionary educator cannot wait for this possibility to materialize. From the outset, his efforts must coincide with those of the students to engage in critical thinking and the quest for mutual humanization. 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."

• Pg. 72 Para. 4: Teachers must allow his or her students to think for themselves. Students must form their own opinions and be able to voice them. Learning is through communication, and the students must be involved in this communication. This must go both ways. The teachers cannot force their own ideas and thoughts into the brains of their students.

"Yet only through communication can human life hold meaning. The teacher's thinking is authenticated only by the authenticity of the student's thinking. The teacher cannot think for the students, nor can he impose his thoughts on them."

• Pg. 73 Para. 5: It is a teacher's job to reject the Banking Concept of Education. They must adopt their own concept that allows themselves and their students to act as "conscious beings", and allow for individual thoughts and ideas. They must no longer believe their goal is to fill their student's heads with as much information as they can. Instead their goal must be to allow each student to be their own person with their own theories and beliefs.
  

"Those truly committed to liberation must reject the banking concept in its entirety, adopting instead a concept of men as conscious beings, and consciousness as consciousness intent upon the world. They must abandon the education goal of deposit-making and replace it with the posing of the problems of men in their relations with the world."

• Pg. 74 Para. 2: Through discussion and communication, the classroom can become a learning environment for both the students and teachers. In discussions, if students are able to voice their own opinions and thoughts, the teacher can learn a great deal of information from this. The students are teachers of the teachers and vice versa. Many "good" teachers are not considered great for the information they are teaching, but for the environment set in their classroom. A class full of dialogue and discussions of individual theories will prove to be much more fulfilling than a class that involves the teacher lecturing students on information and quizzing them on it.
  

"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. 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."

• Pg. 74, Para. 4: The students job is no longer just to listen. Students are to become "crtical investigators" of the information presented to them by their teachers. They are to form their own hypotheses and express these theories to the teacher and their fellow peers. The teacher is to present the information and allow the students to express their own thoughts, and the teacher should then reconsider his own thoughts as he listens to his students ideas. The role of the teacher and the students is to create. They are no longer supposed to just read, memorize, and test. Both the teachers and students are to ask questions such as how and why, and try and form their own answers.
  

"The students- no longer docile listeners- are now critical coinvestigators in dialogue with the teacher. The teacher presents the material to the students for their consideration, and reconsiders his early considerations as the students express their own. The role of the problem-psing educator is to create, together with the students, the conditions under which knowledge at the level of the doxa is superseded by true knowledge, at the level of the logos."

• Pg. 76 Para. 3: If students can realize that they are still developing into their human selves then they are more able of learning and will be more willing to comprehend the material. Students need to realize that they do not know everything yet, even if they are sure they do. Teachers also need to understand that the minds they are influencing are still maturing and growing and they could have a lasting effect on them.

"Problem-posing education affirms men as beings in the process of becoming- as unfinished, uncompleted beings in and with a likewise unfinished reality...The unfinished character of men and the transformational character of reality necessitate that education be an ongoing activity."

• Pg. 77 Para. 5-6: To hold others back is holding yourself back as well. To oppress someone of their individual thoughts is wrong and will not permit students and teachers to fulfill their potential learning. Teachers must not oppress their students thoughts and should allow his or her students to express their own ideas. In order to be your own human, you must not oppress others thoughts, including your own.
  

"Any situation in which some men prevent others from engaging in the process of inquiry is one of violence. The means used are not important; to alienate men from their own decision-making is to change them into objects...No one can be authentically human while he prevents others from being so."