Therefore, what he is arguing is that we need to use the concept of education as a tool. “Education as the practice of freedom” (Freire 7) is how he defines it. Banking education promotes self-centeredness, which then reinforces general notions of oppression among humanity. This hierarchy of values ​​that is established forces humanity to see the world through a filter, making it static, flat, almost two-dimensional. this is the fundamental danger of this type of education, according to Freire. But problem-solving education has the capacity to radically alter the nature of humanity, and only for the good. “In problem-solving education, people develop the power to critically perceive how they exist in the world they find themselves with and in; they come to see the world not as a static reality, but as a reality in process, in transformation” (Freire 8). This adherence to the idea of ​​transformation is the ultimate grace of education. It allows humanity to see into the future and to properly plan for that future, because that concept of education understands that all things are constantly in motion. Or as Freire puts it: “[problematic education] affirms women and men as those who transcend themselves, who move forward and look forward, for whom immobility represents a fatal threat for whom looking to the past must be just a means to understand more. clearly what and who they are so that they can build the future more wisely” (Freire 9). He claims that human beings set themselves on the path to ruin when they suddenly perceive themselves as separate from the world they live in, as if it were one thing and they were another, simply by interacting. A progressive mode of education, he argues, enables human beings to do this