The Montessori Education System and the Desire to Find out

In Pedagogy of the Oppressed, Paulo Freire talks about what he calls the banking method of education. In the banking method the student is noticed as an object in which the teacher ought to location information and facts. The student has no duty for cognition of any sort the student will have to simply memorize or internalize what the teacher tells him or her. Paulo Freire was very a great deal opposed to the banking program. He argued that the banking system is a system of handle and not a system meant to successfully educate. In the banking technique the teacher is meant to mold and change the behavior of the students, in some cases in a way that practically resembles a fight. The teacher tries to force facts down the student’s throat that the student might not think or care about.

This procedure at some point leads most students to dislike college. It also leads them to create a resistance and a adverse attitude towards understanding in general, to the point where most people won’t seek expertise unless it is essential for a grade in a class. Freire believed that the only way to have a real education, in which the students engage in cognition, was to alter from the banking technique into what he defined as challenge-posing education. Freire described how a trouble-posing educational technique could perform in Pedagogy of the Oppressed by saying, “Students, as they are increasingly posed with issues relating to themselves in the world and with the globe, will feel increasingly challenged and obliged to respond to that challenge. For the reason that they apprehend the challenge as interrelated to other difficulties within a total context not as a theoretical question, the resulting comprehension tends to be increasingly vital and thus continually less alienated”(81). The educational system created by the Italian physician and educator Maria Montessori presents a tested and effective kind of issue-posing education that leads its students to increase their wish to learn as opposed to inhibiting it.

Freire presents two big problems with the banking concept. The first 1 is that in the banking notion a student is not required to be cognitively active. The student is meant to just memorize and repeat information, not to fully grasp it. This inhibits the students’ creativity, destroys their interest in the topic, and transforms them into passive learners who don’t realize or think what they are being taught but accept and repeat it simply because they have no other selection. The second and extra dramatic consequence of the banking concept is that it offers an massive energy to these who select what is being taught to oppress those who are obliged to discover it and accept it. Freire explains that the troubles lies in that the teacher holds all the keys, has all the answers and does all the thinking. The Montessori method to education does the precise opposite. It makes students do all the considering and difficulty solving so that they arrive at their personal conclusions. The teachers simply aid guide the student, but they do not tell the student what is true or false or how a trouble can be solved.

In the Montessori program, even if a student finds a way to solve a difficulty that is slower or less productive than a normal mechanical way of solving the dilemma, the teacher will not intervene with the student’s approach since this way the student learns to locate options by himself or herself and to assume of inventive strategies to work on different challenges.

The educational technique in the United States, specifically from grade college to the finish of higher school, is almost identical to the banking approach to education that Freire described. During higher college most of what students do is sit in a class and take notes. They are then graded on how effectively they full homework and projects and ultimately they are tested to show that they can reproduce or use the knowledge which was taught. Most of the time the students are only receptors of facts and they take no component in the creation of knowledge. A further way in which the U.S. education technique is virtually identical to the banking system of education is the grading method. The grades of students mostly reflect how considerably they comply with the teacher’s tips and how a lot they are prepared to comply with directions. Grades reflect submission to authority and the willingness to do what is told a lot more than they reflect one’s intelligence, interest in the class, or understanding of the material that is becoming taught. For instance, in a government class in the United States a student who does not agree that a representative democracy is superior to any other type of government will do worse than a student who merely accepts that a representative democracy is better than a direct democracy, socialism, communism, or a further form of social system. The U.S. education technique rewards those who agree with what is getting taught and punishes those who do not.

Furthermore, it discourages students from questioning and undertaking any thinking of their own. Simply because of the repetitive and insipid nature of our education system, most students dislike higher college, and if they do nicely on their work, it is merely for the purpose of obtaining a grade as opposed to finding out or exploring a new thought.

The Montessori System advocates kid based teaching, letting the students take control of their own education. In E.M Standing’s The Montessori Revolution in Education, Standing says that the Montessori Process “is a process primarily based on the principle of freedom in a ready atmosphere”(five). Research carried out on two groups of students of the ages of six and 12 comparing those who understand in a Montessori to these who learn in a normal school atmosphere show that in spite of the Montessori system possessing no grading program and no obligatory perform load, it does as properly as the normal system in both English and social sciences but Montessori students do a great deal improved in mathematics, sciences, and issue solving. The Montessori system allows for students to be in a position to explore their interests and curiosity freely. Simply because of this the Montessori technique pushes students toward the active pursuit of expertise for pleasure, which means that students will want to discover and will obtain out about things that interest them basically mainly because it is fun to do so.
Maria Montessori began to develop what is now recognized as the Montessori Technique of education in the early twentieth century.

The Montessori Process focuses on the relations among the youngster, the adult, and the environment. The kid is noticed as an individual in development. The Montessori method has an implied notion of letting the kid be what the child would naturally be. Montessori believed the standard education system causes children to lose a lot of childish traits, some of which are regarded as to be virtues. In Loeffler’s Montessori in Modern American Culture, Loeffler states that “among the traits that disappear are not only untidiness, disobedience, sloth, greed, egoism, quarrelsomeness, and instability, but also the so-called ‘creative imagination’, delight in stories, attachment to people, play, submissiveness and so forth”. Due to the fact of this perceived loss of the kid, the Montessori program works to enable a kid to naturally create self-self-confidence as properly as the capacity and willingness to actively seek expertise and uncover special solutions to challenges by thinking creatively. Yet another significant distinction in how kids understand in the Montessori method is that in the Montessori technique a youngster has no defined time slot in which to perform a task. Rather New Batches for IAS Coaching in Delhi is allowed to carry out a task for as extended as he wants. This leads kids to have a improved capacity to concentrate and focus on a single activity for an extended period of time than kids have in the normal education system.

The part which the adult or teacher has in the Montessori technique marks a different basic distinction involving the Montessori s Strategy and the common education method. With the Montessori Method the adult is not meant to continually teach and order the student. The adult’s job is to guide the youngster so that the child will continue to pursue his curiosities and develop his or her own notions of what is real, ideal, and accurate. Montessori describes the child as an individual in intense, continual change. From observation Montessori concluded that if allowed to create by himself, a child would usually locate equilibrium with his atmosphere, meaning he would learn not to mistreat other folks, for example, and to interact positively with his peers. This is significant for the reason that it leads to a single of the Montessori Method’s most deep-seated tips, which is that adults ought to not let their presence be felt by the youngsters. This means that although an adult is in the environment with the students, the adult does not necessarily interact with the students unless the students ask the adult a query or request aid. In addition, the adult will have to make it so that the students do not feel like they are being observed or judged in any way. The adult can make ideas to the kids, but under no circumstances orders them or tells them what to do or how to do it. The adult should not be felt as an authority figure, but rather practically as an additional peer of the youngsters.