Education is considered a prerequisite for all individuals to make meaningful impact in their society. It enlightens the individuals and engrains in them the capacity to develop critical ability that would enable them transform their society in the best way they can. However, the actual teaching method and the structure of the curricula across the tiers of learning seem to have defeated this basic purpose of education. In most cases, education has been designed as an instrument of conservatism, where the learner becomes a passive receptor of certain knowledge. This makes the learner unproductive and sterile so much so that rather than the learner utilizing the knowledge acquired, the learner gives value to the certificate awarded. Paulo Freire considers this method of education as a banking system of education, which for him is a dangerous approach to impacting knowledge. He suggests problem-posing as the alternative model to the banking system of education. This alternative model engrains in the learner the liberty to develop thinking abilities, which aid such person to contribute in the learning process. This model conceives education as a kind of symbiotic method of learning. While we appreciate Freire’s alternative model, our work assesses it as inadequate. This paper therefore aims at exposing the limitations and pragmatic bankruptcy of a problem-posing pedagogy as espoused by Freire in contradistinction to a problem-solving type of education, which our paper strongly advocates. Our study also underscores the fact that it is not enough for a learner to participate in the learning process, which only results in posing problem. Adopting the constructivist approach, this paper strongly argues that the most appropriate model that gives the learner that huge independent capacity to transform the society is the problem-solving type. Through this model, the learner develops critical abilities to address societal and contextual problems.
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