Therefore, teachers need to humble themselves and play both sides of the teacher-student relationship. It requires dependency between teachers and learners. The banking concept of education should not be enhanced since it reduces students to mere objects that cannot think creatively to adapt and shape the ever-changing world.The banking concept of education considers human beings as adaptable and manageable creatures. The teacher thinks, but the students only store what the teacher instructs and acts on it later. As such, the students are busy working hard to receive deposits from teachers. They lack room to develop critical consciousness that would help them transform the world by actively interacting with it. According to Bartholomae and Petrosky, The banking concept imposes on students the passive role, hence making students to merely adapt to life as it is and to the fragmented view of the reality deposited in them (320). However, the world is ever-changing and needs people to change with it in order to survive. The banking concept does not allow people to adapt to the changing world.It is true that a banking concept gives students an opportunity for becoming collectors of the things they store. However, in the final analysis, the system files the people themselves through the lack of creativity, transformation, and knowledge in this misguided system (Bartholomae and Petrosky319). The system does not encourage inquiry and praxis. The students lack the ability to search for more solutions to real problems that face them. Thus, individuals fail to become truly humans. It is only through invention and re-invention, the impatient, restless, and continuous inquiry with each other and the world that people can gain knowledge.Thebanking concept of education dangerously assumes that teachers possess the gift of knowledge. The concept projects a complete ignorance of students. As a result, the concept is oppressive and refutes education and knowledge as processes of inquiry. The teacher presents himself to students as their necessary opposite: he justifies his existence by considering the absolute ignorance of the learners.