in terms of actual pedagogy, freire is best known for his attack on what he called the "banking" concept of education, in which the student was viewed as an empty account to be filled by the teacher. he notes that "it transforms students into receiving objects. it attempts to control thinking and action, leads men and women to adjust to the world, and inhibits their creative power" (freire, 1970, p. 77). the basic critique was not new — rousseau’s conception of the child as an active learner was already a step away from tabula rasa (which is basically the same as the “banking concept”). in addition, thinkers like john dewey were strongly critical of the transmission of mere facts as the goal of education. dewey often described education as a mechanism for social change, explaining that “education is a regulation of the process of coming to share in the social consciousness; and that the adjustment of individual activity on the basis of this social consciousness is the only sure method of social reconstruction” (1897, p. 16). freire’s work, however, updated the concept and placed it in context with current theories and practices of education, laying the foundation for what is now called critical pedagogy.