摘要：Paulo Freire in his seminal work Pedagogy of the Oppressed rigorously condemns banking model of education, which implies the learners’ receiving knowledge passively as empty vessels from the teacher , who is supposed to be store-house of knowledge, in the traditional teacher-centered classroom. This article presents relationships of banking education with some other learning theories, i.e., tabula rasa and nativist theory, Derrida’s logocentrism, CLT and post-method pedagogy, and lastly it explains the socio-cultural root of banking education and, therefore, the difficulty of replacing it by other pedagogical innovations. Key words : Paulo Freire, banking model of education, teacher, learners, knowledge, learner’s potentiality, post-method pedagogy, socio-cultural context, etc.
