Students should no longer represent themselves as submissive receptacles of information; they should question their reality, embody consciousness, and identify common experiences in the world. An education built around communication – that is, learning through a dialogic process between teacher and students – should replace the one-sided flow of knowledge that is the prevailing choice in many educational institutions. An example of problem-posing education would be one in which both the teacher and students bring up relevant issues and reflect through open discussion based on the students' experiences in the world. Freire states that “problem-posing education affirms men as beings in the process of becoming,” not static and mechanical, and students should not perceive objective truth as final reality (72). Liberated students are critical thinkers who are actively engaged in subjective problem solving by being active participants, conscious beings, in the world. Freedom of education should inspire students to transform their reality instead of letting teachers turn them into inorganic, receiving objects. This type of education would undermine the concept of "banking" in its entirety; narration would be replaced by communication; and the