The Montessori Education Program and the Wish to Study

In Pedagogy of the Oppressed, Paulo Freire talks about what he calls the banking system of education. In the banking program the student is noticed as an object in which the teacher should location info. The student has no duty for cognition of any sort the student have to basically memorize or internalize what the teacher tells him or her. Paulo Freire was quite much opposed to the banking technique. He argued that the banking system is a program of control and not a system meant to successfully educate. In the banking method the teacher is meant to mold and transform the behavior of the students, occasionally in a way that virtually resembles a fight. The teacher tries to force details down the student’s throat that the student may not believe or care about.

This method sooner or later leads most students to dislike college. It also leads them to create a resistance and a negative attitude towards studying in basic, to the point where most people today will not seek knowledge unless it is required for a grade in a class. Freire believed that the only way to have a genuine education, in which the students engage in cognition, was to transform from the banking method into what he defined as challenge-posing education. Freire described how a problem-posing educational method could perform in Pedagogy of the Oppressed by saying, “Students, as they are increasingly posed with problems relating to themselves in the globe and with the globe, will really feel increasingly challenged and obliged to respond to that challenge. Due to the fact they apprehend the challenge as interrelated to other difficulties inside a total context not as a theoretical query, the resulting comprehension tends to be increasingly critical and therefore constantly significantly less alienated”(81). The educational program created by the Italian physician and educator Maria Montessori presents a tested and efficient type of difficulty-posing education that leads its students to boost their desire to study as opposed to inhibiting it.

Freire presents two big troubles with the banking idea. The initial a single is that in the banking concept a student is not expected to be cognitively active. The student is meant to basically memorize and repeat data, not to comprehend it. biology practical neco 2021 inhibits the students’ creativity, destroys their interest in the topic, and transforms them into passive learners who do not recognize or think what they are getting taught but accept and repeat it since they have no other selection. The second and a lot more dramatic consequence of the banking notion is that it provides an massive energy to these who pick out what is being taught to oppress these who are obliged to find out it and accept it. Freire explains that the challenges 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 pondering and challenge solving so that they arrive at their own conclusions. The teachers basically support guide the student, but they do not tell the student what is accurate or false or how a issue can be solved.

In the Montessori method, even if a student finds a way to resolve a challenge that is slower or much less productive than a regular mechanical way of solving the challenge, the teacher will not intervene with the student’s method for the reason that this way the student learns to discover options by himself or herself and to feel of creative strategies to work on distinctive problems.

The educational technique in the United States, specifically from grade college to the end of higher school, is pretty much identical to the banking method to education that Freire described. Through high college most of what students do is sit in a class and take notes. They are then graded on how well they full homework and projects and ultimately they are tested to show that they can reproduce or use the understanding which was taught. Most of the time the students are only receptors of information and they take no aspect in the creation of information. A further way in which the U.S. education program is practically identical to the banking technique of education is the grading program. The grades of students largely reflect how a lot they comply with the teacher’s tips and how considerably they are prepared to follow directions. Grades reflect submission to authority and the willingness to do what is told far 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 basically accepts that a representative democracy is greater than a direct democracy, socialism, communism, or an additional kind of social system. The U.S. education method rewards those who agree with what is getting taught and punishes these who do not.

Moreover, it discourages students from questioning and doing any considering of their own. For the reason that of the repetitive and insipid nature of our education system, most students dislike high college, and if they do well on their function, it is merely for the purpose of getting a grade as opposed to understanding or exploring a new thought.

The Montessori Method advocates youngster primarily based teaching, letting the students take control of their personal education. In E.M Standing’s The Montessori Revolution in Education, Standing says that the Montessori Technique “is a system based on the principle of freedom in a prepared environment”(five). Studies completed on two groups of students of the ages of six and 12 comparing those who understand in a Montessori to those who discover in a common school environment show that regardless of the Montessori technique possessing no grading technique and no obligatory perform load, it does as well as the regular method in each English and social sciences but Montessori students do significantly much better in mathematics, sciences, and dilemma solving. The Montessori system enables for students to be capable to discover their interests and curiosity freely. Simply because of this the Montessori program pushes students toward the active pursuit of understanding for pleasure, which means that students will want to understand and will discover out about issues that interest them basically due to the fact it is fun to do so.
Maria Montessori began to develop what is now recognized as the Montessori Approach of education in the early twentieth century.

The Montessori Method focuses on the relations between the kid, the adult, and the atmosphere. The youngster is observed as an individual in development. The Montessori system has an implied notion of letting the kid be what the kid would naturally be. Montessori believed the regular education program causes kids to lose numerous childish traits, some of which are viewed as to be virtues. In Loeffler’s Montessori in Contemporary 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-named ‘creative imagination’, delight in stories, attachment to individuals, play, submissiveness and so forth”. For the reason that of this perceived loss of the youngster, the Montessori program performs to enable a child to naturally create self-self-confidence as nicely as the potential and willingness to actively seek information and come across distinctive solutions to difficulties by considering creatively. Another crucial distinction in how kids learn in the Montessori technique is that in the Montessori technique a youngster has no defined time slot in which to carry out a task. Rather the kid is allowed to perform a process for as lengthy as he desires. This leads youngsters to have a improved capacity to concentrate and focus on a single job for an extended period of time than children have in the standard education system.

The role which the adult or teacher has in the Montessori program marks a further fundamental difference involving the Montessori s Technique and the typical education method. With the Montessori Approach the adult is not meant to continually teach and order the student. The adult’s job is to guide the kid so that the kid will continue to pursue his curiosities and develop his or her personal notions of what is real, ideal, and accurate. Montessori describes the youngster as an person in intense, continuous modify. From observation Montessori concluded that if permitted to create by himself, a kid would generally obtain equilibrium with his environment, which means he would find out not to mistreat others, for example, and to interact positively with his peers. This is important mainly because it leads to one particular of the Montessori Method’s most deep-seated suggestions, which is that adults must not let their presence be felt by the children. This indicates that while 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 assistance. Additionally, the adult have to make it so that the students do not feel like they are becoming observed or judged in any way. The adult can make suggestions to the young children, but in no way orders them or tells them what to do or how to do it. The adult need to not be felt as an authority figure, but rather virtually as an additional peer of the children.

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