In discussing the teacher-student relationship, Freire (1995) advocates that liberating education consists of acts of cognition and not transfers of information (p. 57). Throughout the text, he classifies two types of educational ideologies: the banking concept of education and "problem-posing" education. In the book he lists several features of banking theory. He argues that one of the characteristics of this educational ideology is that teachers work as narrators in the classroom, leading students to mechanically memorize the narrated content (1995, p. 53), and ultimately transforming students into receptacles and depositories. Outside of the investigation, this ideology projects absolute ignorance onto others (1995, p. 57). As a result, banking theory and practice minimize the creative power of students and stimulate their credulity in the service of the interests of oppressors who want neither to see the world revealed nor to see it transformed (1995, p. 58). On the other hand, starting from the historicity of the people, problem-based education emphasizes the equal and positive relationship between teachers and students, in which teachers are no longer those who teach, but those who dialogue with students who in turn, while also being trained by teachers (1995, p. 65). Consistent with Freire's belief, Greene, in 1988, writes from a more specific perspective, suggesting that teaching for "conscientization" is an awareness that could make injustice unbearable (p. 65). .6). He argues that teachers should overcome internalized oppression, in order to teach not only what they believe, but also with the aim of eliciting the kinds of vivid, thoughtful, experiential responses that could motivate students to come together to understand what social justice really means. (1988, p. 3). Presenting a more specific situation, he asserts that teaching for social justice requires openings on all sides: that of people who want to tell their story or imagine them in one way or another; to that of newcomers who strive to give meaning to the very notion of consensus or mutuality; to that of children and young people, familiar with the languages ​​used at home (not standard English) or with the language of the street (1988, p. 16). This article reminds me of my previous educational experiences in China where people value teaching. and a guiding basis on the content of textbooks. It is also used in Chinese family education. Students perceive their knowledge by listening to what their parents tell them and reading the textbooks that parents ask them to read..