In Pedagogy of the Oppressed, Paulo Freire talks about what he calls the banking system of education. In the banking technique the student is observed as an object in which the teacher should location details. The student has no responsibility 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 program. He argued that the banking system is a technique of control and not a method meant to effectively educate. In the banking technique the teacher is meant to mold and transform the behavior of the students, from time to time in a way that pretty much resembles a fight. The teacher tries to force information down the student’s throat that the student may not think or care about.
This course of action ultimately leads most students to dislike college. It also leads them to create a resistance and a damaging attitude towards finding out in common, to the point where most individuals won’t seek expertise unless it is needed for a grade in a class. 職場實習 thought that the only way to have a true education, in which the students engage in cognition, was to change from the banking program into what he defined as issue-posing education. Freire described how a difficulty-posing educational method could function in Pedagogy of the Oppressed by saying, “Students, as they are increasingly posed with troubles relating to themselves in the planet and with the world, will really feel increasingly challenged and obliged to respond to that challenge. Simply because they apprehend the challenge as interrelated to other issues inside a total context not as a theoretical query, the resulting comprehension tends to be increasingly critical and thus continuously much less alienated”(81). The educational technique developed by the Italian doctor and educator Maria Montessori presents a tested and helpful form of issue-posing education that leads its students to increase their wish to find out as opposed to inhibiting it.
Freire presents two major troubles with the banking idea. The first one particular is that in the banking idea a student is not expected to be cognitively active. The student is meant to basically memorize and repeat details, not to understand it. This inhibits the students’ creativity, destroys their interest in the topic, and transforms them into passive learners who never fully grasp or believe what they are being taught but accept and repeat it because they have no other alternative. The second and much more dramatic consequence of the banking notion is that it provides an massive energy to those who pick what is being taught to oppress those who are obliged to understand it and accept it. Freire explains that the issues lies in that the teacher holds all the keys, has all the answers and does all the thinking. The Montessori strategy to education does the exact opposite. It makes students do all the pondering and issue solving so that they arrive at their personal conclusions. The teachers just support guide the student, but they do not inform the student what is accurate or false or how a trouble can be solved.
In the Montessori program, even if a student finds a way to resolve a challenge that is slower or less successful than a typical mechanical way of solving the problem, the teacher will not intervene with the student’s process for the reason that this way the student learns to come across solutions by himself or herself and to assume of creative techniques to perform on diverse problems.
The educational system in the United States, in particular from grade college to the finish of high school, is almost identical to the banking strategy to education that Freire described. For the duration of higher 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 information which was taught. Most of the time the students are only receptors of facts and they take no portion in the creation of know-how. A different way in which the U.S. education method is virtually identical to the banking system of education is the grading technique. The grades of students mainly reflect how considerably they comply with the teacher’s concepts and how substantially they are willing 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 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 superior than a direct democracy, socialism, communism, or one more kind of social technique. 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 carrying out any considering of their personal. Mainly because of the repetitive and insipid nature of our education method, most students dislike higher school, and if they do nicely on their perform, it is merely for the purpose of getting a grade as opposed to studying or exploring a new thought.
The Montessori Strategy advocates child based teaching, letting the students take manage of their own education. In E.M Standing’s The Montessori Revolution in Education, Standing says that the Montessori Technique “is a strategy based on the principle of freedom in a ready environment”(5). Research completed on two groups of students of the ages of six and 12 comparing these who learn in a Montessori to those who discover in a regular college environment show that despite the Montessori system having no grading technique and no obligatory perform load, it does as effectively as the typical method in each English and social sciences but Montessori students do substantially superior in mathematics, sciences, and problem solving. The Montessori technique allows for students to be in a position to explore their interests and curiosity freely. Because of this the Montessori method pushes students toward the active pursuit of know-how for pleasure, which means that students will want to study and will discover out about items that interest them merely since it is entertaining to do so.
Maria Montessori began to create what is now recognized as the Montessori Process of education in the early twentieth century.
The Montessori Strategy focuses on the relations between the child, the adult, and the atmosphere. The kid is observed as an individual in development. The Montessori technique has an implied notion of letting the kid be what the child would naturally be. Montessori believed the regular education system causes kids to lose a lot of childish traits, some of which are regarded to be virtues. In Loeffler’s Montessori in Modern 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-referred to as ‘creative imagination’, delight in stories, attachment to individuals, play, submissiveness and so forth”. For the reason that of this perceived loss of the kid, the Montessori technique operates to enable a youngster to naturally create self-self-assurance as well as the ability and willingness to actively seek expertise and discover distinctive options to challenges by thinking creatively. A further vital difference in how youngsters study in the Montessori technique is that in the Montessori program a kid has no defined time slot in which to carry out a job. As an alternative the child is allowed to perform a activity for as long as he desires. This leads young children to have a much better capacity to concentrate and concentrate on a single process for an extended period of time than young children have in the common education technique.
The function which the adult or teacher has in the Montessori method marks an additional basic difference among the Montessori s Strategy and the normal education technique. With the Montessori Process the adult is not meant to frequently teach and order the student. The adult’s job is to guide the child so that the youngster will continue to pursue his curiosities and develop his or her own notions of what is real, appropriate, and correct. Montessori describes the kid as an person in intense, continual alter. From observation Montessori concluded that if allowed to create by himself, a kid would often come across equilibrium with his environment, which means he would find out not to mistreat other folks, for example, and to interact positively with his peers. This is important due to the fact it leads to 1 of the Montessori Method’s most deep-seated concepts, which is that adults really should not let their presence be felt by the youngsters. This signifies that even though 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 question or request help. Moreover, 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 recommendations to the young children, but under no circumstances orders them or tells them what to do or how to do it. The adult will have to not be felt as an authority figure, but rather virtually as a further peer of the youngsters.