The Montessori Education Program and the Desire to Learn

In Pedagogy of the Oppressed, Paulo Freire talks about what he calls the banking technique of education. In the banking technique the student is observed as an object in which the teacher must spot details. The student has no duty for cognition of any sort the student should simply memorize or internalize what the teacher tells him or her. Paulo Freire was very significantly opposed to the banking system. He argued that the banking method is a system of handle and not a method meant to effectively educate. In the banking technique the teacher is meant to mold and change the behavior of the students, sometimes in a way that practically resembles a fight. The teacher tries to force data down the student’s throat that the student may not think or care about.

This procedure ultimately leads most students to dislike college. It also leads them to develop a resistance and a unfavorable attitude towards understanding in general, to the point where most individuals will not seek expertise unless it is required for a grade in a class. Freire thought that the only way to have a genuine education, in which the students engage in cognition, was to transform from the banking program into what he defined as challenge-posing education. 2022 neco runz described how a dilemma-posing educational system could work in Pedagogy of the Oppressed by saying, “Students, as they are increasingly posed with difficulties relating to themselves in the globe and with the globe, will really feel increasingly challenged and obliged to respond to that challenge. Because they apprehend the challenge as interrelated to other troubles within a total context not as a theoretical query, the resulting comprehension tends to be increasingly essential and thus regularly less alienated”(81). The educational method developed by the Italian physician and educator Maria Montessori presents a tested and successful form of dilemma-posing education that leads its students to raise their want to understand as opposed to inhibiting it.

Freire presents two key difficulties with the banking notion. The initially one particular is that in the banking notion a student is not essential to be cognitively active. The student is meant to just memorize and repeat data, not to have an understanding of it. This inhibits the students’ creativity, destroys their interest in the topic, and transforms them into passive learners who don’t recognize or believe what they are being taught but accept and repeat it mainly because they have no other solution. The second and extra dramatic consequence of the banking notion is that it offers an massive energy to these who pick what is getting taught to oppress these who are obliged to learn 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 considering. The Montessori approach to education does the exact opposite. It makes students do all the considering and difficulty solving so that they arrive at their personal conclusions. The teachers merely support guide the student, but they do not tell the student what is correct or false or how a challenge can be solved.

In the Montessori program, even if a student finds a way to resolve a issue that is slower or much less effective than a standard mechanical way of solving the problem, the teacher will not intervene with the student’s process because this way the student learns to obtain solutions by himself or herself and to believe of creative ways to function on distinctive difficulties.

The educational system in the United States, specifically from grade college to the finish of higher school, is pretty much identical to the banking strategy to education that Freire described. Through high school most of what students do is sit in a class and take notes. They are then graded on how properly they full homework and projects and lastly they are tested to show that they can reproduce or use the information which was taught. Most of the time the students are only receptors of data and they take no aspect in the creation of expertise. Yet another way in which the U.S. education program is virtually identical to the banking technique of education is the grading technique. The grades of students mainly reflect how significantly they comply with the teacher’s suggestions and how a lot they are willing to follow 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 getting 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 far better than a direct democracy, socialism, communism, or a further form of social program. The U.S. education system rewards those who agree with what is getting taught and punishes those who do not.

Furthermore, it discourages students from questioning and performing any pondering of their personal. Due to the fact of the repetitive and insipid nature of our education method, most students dislike higher school, and if they do effectively on their work, it is merely for the objective of getting a grade as opposed to finding out or exploring a new notion.

The Montessori Technique advocates child 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 System “is a system primarily based on the principle of freedom in a prepared atmosphere”(5). Research carried out on two groups of students of the ages of 6 and 12 comparing these who understand in a Montessori to these who find out in a normal school atmosphere show that despite the Montessori method having no grading technique and no obligatory perform load, it does as properly as the normal technique in each English and social sciences but Montessori students do significantly much better in mathematics, sciences, and problem solving. The Montessori program makes it possible for for students to be capable to discover their interests and curiosity freely. Since of this the Montessori method pushes students toward the active pursuit of expertise for pleasure, which means that students will want to discover and will discover out about points that interest them just because it is fun to do so.

Maria Montessori began to develop what is now known as the Montessori Strategy of education in the early twentieth century.

The Montessori Strategy focuses on the relations involving the youngster, the adult, and the environment. The youngster is seen as an individual in development. The Montessori system has an implied notion of letting the child be what the youngster would naturally be. Montessori believed the standard education system causes kids to drop many childish traits, some of which are viewed 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 child, the Montessori system operates to enable a youngster to naturally create self-self-assurance as well as the ability and willingness to actively seek expertise and obtain special solutions to troubles by thinking creatively. A different important difference in how young children find out in the Montessori program is that in the Montessori technique a child has no defined time slot in which to execute a task. Rather the kid is allowed to execute a job for as long as he desires. This leads youngsters to have a better capacity to concentrate and concentrate on a single activity for an extended period of time than youngsters have in the common education program.

The part which the adult or teacher has in the Montessori program marks an additional fundamental distinction in between the Montessori s Approach and the common education technique. With the Montessori Technique the adult is not meant to frequently teach and order the student. The adult’s job is to guide the child so that the child will continue to pursue his curiosities and develop his or her own notions of what is true, ideal, and correct. Montessori describes the kid as an individual in intense, constant transform. From observation Montessori concluded that if allowed to develop by himself, a youngster would always come across equilibrium with his atmosphere, which means he would study not to mistreat other people, for example, and to interact positively with his peers. This is important simply because it leads to 1 of the Montessori Method’s most deep-seated suggestions, which is that adults really should not let their presence be felt by the children. This suggests that although an adult is in the atmosphere with the students, the adult does not necessarily interact with the students unless the students ask the adult a query or request enable. In addition, the adult ought to make it so that the students do not feel like they are getting observed or judged in any way. The adult can make ideas to the kids, but in no way orders them or tells them what to do or how to do it. The adult have to not be felt as an authority figure, but rather nearly as a different peer of the children.

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