With the “banking concept,” a student will sit and memorize facts and figures as if they are stationary in the world around them (Friere 75). In reality the student becomes stagnant in the timeline that is the evolution of the world (Friere 75). They attempt to make their own connections but are unable to do so because they do not understand that the world has moved past the knowledge they have been taught and they struggle to apply the words and ideas they have been taught to what they see (Friere 76). This can be solved by transitioning to a “problem -posing” teaching style where students are given an exercise or problem and think as a group to achieve the desired result (Friere 79). In this style of teaching the teacher is on a more equal level as the students and develops ideas along with the students (Friere 81). This seemingly simple method eliminates the wasted time and efforts to remember facts and figures that are quickly forgotten and instead promotes the ability to critically think about problems while relating to prior knowledge and experience. Along these same lines, skills can be developed as the students will exchange their previous knowledge with each other and teach amongst themselves with mere directional coaching of the teacher (81). This moderated exploration of ideas allows the teacher leeway to change up the teaching style as needed as well as to present different styles of problems allowing the teaching style to more fluidly develop as the world does while promoting critical thinking in the