Reaction to  Chapter 2 of "Pedagogy of the Oppressed" by Paulo Friere

I am guilty. I am guilty of being a depositor of information into the bank that we call students. Therefore, it stands to reason why I felt a bit defensive while reading Paulo Friere's explanation of what he described as the "banking" theory. Based on this theory, teachers, also known as "oppressors," pour information into learners, who are referred to as the "oppressed." Banking education also assumes that students have no knowledge, and the teacher possess all knowledge.
While I am willing to admit that I can play the role of narrator, I do not feel comfortable with the assertion that I believe my students are without knowledge and that I cannot gain anything valuable from them. I feel that I do not fit into Friere's mold of a traditional teacher. However, I am willing to take a look at my teaching practices to allow for more student input, and problem based lessons. This brings me to the subject of my last article reaction. What Friere proposes is directly related to Harste and Leland's article about inquiry based learning. This is evident when Friere states that (we-teachers) "must abandon the educational goal of deposit making and replace it with the posing of the of the problems of human beings in their relations with the world."