'The "Banking" Concept of Education'

I once had a conversation with my uncle Rudiford (his name is actually Randy, but went by Allen as kid; my dad called him "nude" growing up because he ran around naked as a kid; then my other uncle named him "rude" as a hybrid of Randy and Nude; this later became "Rudy"; and now i call him "Rudiford" to make his name sound more impressive) regarding this exact same issue. I have always disagreed with teachers who simply "deposit" you with facts in order that you know them. No other purpose really, in fact I've been against school in general since high school. I realized that i learned more from reading and my own experiences than from actually attending any institution. I only enjoyed institutions like that for purely social reasons (i won't even touch on church). I still feel like my greatest lessons were learned when i was challenged and forced to defend myself using my own store of knowledge and intuition, and that has almost never happened in any "learning" institution, it's always with other people on my "own" time.
I really like how he compared teaching with the "banking" concept to being necrophilic; treating those being taught as objects, like pitchers, waiting to be filled up with water, rather than fill themselves up and question the purpose of everything they think they stand for.
"In problem-posing education. . . they come to see the world not as a static reality, but as a reality in process, in transformation."
I love him talking about seeing the world's situations as snapshots, unconnected and simplified, rather than being connected and ongoing, thus making them much more complex and put into perspective. Reality is not one thing, floating independently, but an ongoing process of perception and thought, with things constantly becoming better, worse, or neither, and everything else. The world becomes broader when looked at critically this way and much more intense and intriguing, because it's not easy, and many times there are more than one right answer to a problem and sometimes those answers have greater negative consequences than what is occurring in the original situation.
When looking at the world passively, these problems seem either too overwhelming or you become myopic and think there is one unifying answer that everyone should just get around, no matter the consequences for the other sides. When looking critically however, you get used to finding connections and looking back to see when this type of situation occurred and how it was handled originally. You asses the problem from every angle and calculate the risks of ever action, even the risks of taking no action at all. What you are doing is placing everything in it's proper perspective, and asking the right questions about it in order to judge the right course, if any at all should become visible. Even if no correct course presents itself, you are still rewarded for this knowledge when something else happens and you are better able to prevent future negative situations from arising, or at least better able to resolve them either the best, or only salvageable way possible.
"Students, as they are increasingly posed with problems relating to themselves in the world and with the world, will feel increasingly challenged and obliged to respond to that challenge. Because they apprehend the challenge as interrelated to other problems within a total context, not as a theoretical question, the resulting comprehension tends to be increasingly critical and thus constantly less alienated. Their response to the challenge evokes new challenges, followed by new understandings; and gradually the students come to regard themselves as committed."
The more i learn about the world, the more i want to help it, but i also want to help it in the ways that actually prove themselves to work. this is a little tough because what works sometimes changes person to person, culture to culture. We can only really keep questioning and learn to adapt while keeping the principle of "keep nothing sacred" in mind. Question all taboos and extremist attitudes, and always keep on the lookout for those with rock solid convictions and little knowledge, or those with some knowledge and who still get caught up so far in their own ideals, they are willing to compromise their own integrity in order to achieve them.