Banking education inhibits creativity and domesticates (although it cannot completely destroy) the intentionality of consciousness by isolating consciousness from the world, thereby denying people their ontological and historical vocation of becoming more fully human. (Pedagogy of the Oppressed, pp. 83–84) Again, note well that while Freire specifies banking education here, which seems mostly to exaggerate and criticize the Prussian model, it implicates all pedagogical approaches other than his.
