In Pedagogy of the Oppressed, Paulo Freire talks about what he calls the banking program of education. In the banking system the student is noticed as an object in which the teacher must place information and facts. The student has no responsibility for cognition of any sort the student ought to just memorize or internalize what the teacher tells him or her. Paulo Freire was incredibly much opposed to the banking method. He argued that the banking system is a method of manage and not a system meant to effectively educate. In the banking system the teacher is meant to mold and change the behavior of the students, occasionally in a way that practically resembles a fight. The teacher tries to force details down the student’s throat that the student could not think or care about.
This approach sooner or later leads most students to dislike college. It also leads them to develop a resistance and a adverse attitude towards finding out in basic, to the point where most men and women will not seek know-how unless it is needed 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 transform from the banking system into what he defined as issue-posing education. Freire described how a dilemma-posing educational method could perform in Pedagogy of the Oppressed by saying, “Students, as they are increasingly posed with troubles relating to themselves in the globe and with the world, will really feel increasingly challenged and obliged to respond to that challenge. Due to the fact they apprehend the challenge as interrelated to other challenges inside a total context not as a theoretical question, the resulting comprehension tends to be increasingly critical and thus frequently much less alienated”(81). The educational method developed by the Italian doctor and educator Maria Montessori presents a tested and effective type of difficulty-posing education that leads its students to boost their need to study as opposed to inhibiting it.
Freire presents two main challenges with the banking notion. The initially one is that in the banking concept a student is not required to be cognitively active. The student is meant to basically memorize and repeat data, not to comprehend it. This inhibits the students’ creativity, destroys their interest in the subject, and transforms them into passive learners who never comprehend or believe what they are being taught but accept and repeat it simply because they have no other solution. The second and much more dramatic consequence of the banking idea is that it offers an huge energy to those who decide on what is getting taught to oppress those who are obliged to discover it and accept it. Freire explains that the problems lies in that the teacher holds all the keys, has all the answers and does all the pondering. The Montessori method to education does the precise opposite. It tends to make students do all the thinking and problem 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 correct or false or how a issue can be solved.
In the Montessori program, even if a student finds a way to resolve a problem that is slower or significantly less effective than a regular mechanical way of solving the challenge, the teacher will not intervene with the student’s procedure because this way the student learns to uncover solutions by himself or herself and to assume of creative methods to function on various complications.
The educational method in the United States, in particular from grade school to the end of higher college, is pretty much identical to the banking strategy to education that Freire described. In the course of higher school most of what students do is sit in a class and take notes. They are then graded on how nicely they complete homework and projects and lastly 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 aspect in the creation of understanding. One more way in which the U.S. education program is practically identical to the banking program of education is the grading technique. The grades of students mainly reflect how significantly they comply with the teacher’s ideas and how significantly they are prepared to follow directions. Grades reflect submission to authority and the willingness to do what is told much more than they reflect one’s intelligence, interest in the class, or understanding of the material that is being 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 kind of government will do worse than a student who basically accepts that a representative democracy is greater than a direct democracy, socialism, communism, or yet another form of social program. The U.S. education technique rewards those who agree with what is becoming taught and punishes these who do not.
Moreover, it discourages students from questioning and carrying out any considering of their personal. For the reason that of the repetitive and insipid nature of our education program, most students dislike higher college, and if they do properly on their perform, it is merely for the purpose of getting a grade as opposed to learning or exploring a new thought.
The Montessori Method advocates child 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 Method “is a method based on the principle of freedom in a ready atmosphere”(5). Research carried out on two groups of students of the ages of six and 12 comparing these who discover in a Montessori to these who learn in a typical school environment show that in spite of the Montessori program obtaining no grading technique and no obligatory operate load, it does as effectively as the normal program in both English and social sciences but Montessori students do considerably much better in mathematics, sciences, and trouble solving. The Montessori technique allows for students to be able to explore their interests and curiosity freely. Because of this the Montessori program pushes students toward the active pursuit of knowledge for pleasure, meaning that students will want to find out and will uncover out about things that interest them merely mainly because it is entertaining to do so.
Maria Montessori began to develop what is now recognized as the Montessori System of education in the early twentieth century.
The Montessori Strategy focuses on the relations among the youngster, the adult, and the atmosphere. The youngster is observed as an individual in development. The Montessori program has an implied notion of letting the youngster be what the child would naturally be. Montessori believed the standard education program causes children to shed lots of childish traits, some of which are considered to be virtues. In Loeffler’s Montessori in Contemporary American Culture, Loeffler states that “amongst the traits that disappear are not only untidiness, disobedience, sloth, greed, egoism, quarrelsomeness, and instability, but also the so-known as ‘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 technique works to allow a child to naturally create self-confidence as effectively as the potential and willingness to actively seek understanding and locate exceptional options to challenges by thinking creatively. An additional significant difference in how children find out in the Montessori technique is that in the Montessori program a youngster has no defined time slot in which to carry out a activity. Rather the youngster is allowed to perform a process for as lengthy as he wants. This leads kids to have a much better capacity to concentrate and concentrate on a single activity for an extended period of time than children have in the common education system.
The function which the adult or teacher has in the Montessori system marks one more fundamental distinction involving the Montessori s Technique and the normal education program. With the Montessori Process the adult is not meant to consistently teach and order the student. The adult’s job is to guide the youngster so that the kid will continue to pursue his curiosities and develop his or her own notions of what is genuine, right, and accurate. Montessori describes the child as an person in intense, constant change. From observation Montessori concluded that if permitted to develop by himself, a kid would normally locate equilibrium with his atmosphere, which means he would study not to mistreat other individuals, for example, and to interact positively with his peers. This is essential because it leads to one particular of the Montessori Method’s most deep-seated suggestions, which is that adults really should not let their presence be felt by the young children. 讀寫障礙 suggests that while 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 question or request assistance. Moreover, the adult must make it so that the students do not feel like they are being observed or judged in any way. The adult can make suggestions to the children, but never orders them or tells them what to do or how to do it. The adult must not be felt as an authority figure, but rather just about as yet another peer of the youngsters.