The Montessori Education Program and the Need to Study

In www.capegoat.com of the Oppressed, Paulo Freire talks about what he calls the banking technique of education. In the banking technique the student is seen as an object in which the teacher have to place details. The student has no duty for cognition of any sort the student must simply memorize or internalize what the teacher tells him or her. Paulo Freire was quite much opposed to the banking method. He argued that the banking system is a system of handle and not a program meant to successfully educate. In the banking technique the teacher is meant to mold and alter the behavior of the students, at times in a way that nearly resembles a fight. The teacher tries to force info down the student’s throat that the student may perhaps not think or care about.

This process at some point leads most students to dislike school. It also leads them to create a resistance and a negative attitude towards finding out in common, to the point where most people won’t seek understanding unless it is needed for a grade in a class. Freire believed that the only way to have a true education, in which the students engage in cognition, was to change from the banking system into what he defined as issue-posing education. Freire described how a issue-posing educational technique could function in Pedagogy of the Oppressed by saying, “Students, as they are increasingly posed with problems relating to themselves in the globe and with the world, will feel increasingly challenged and obliged to respond to that challenge. For the reason that they apprehend the challenge as interrelated to other complications within a total context not as a theoretical question, the resulting comprehension tends to be increasingly important and thus constantly much less alienated”(81). The educational technique created by the Italian doctor and educator Maria Montessori presents a tested and powerful type of difficulty-posing education that leads its students to raise their wish to find out as opposed to inhibiting it.

Freire presents two big complications with the banking idea. The initial one particular is that in the banking idea a student is not needed to be cognitively active. The student is meant to simply memorize and repeat details, not to fully grasp 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 for the reason that they have no other alternative. The second and far more dramatic consequence of the banking concept is that it provides an massive energy to these who decide on what is getting taught to oppress these who are obliged to discover 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 pondering. The Montessori method to education does the exact opposite. It tends to make students do all the thinking and difficulty solving so that they arrive at their own conclusions. The teachers merely help guide the student, but they do not inform the student what is correct or false or how a problem can be solved.

In the Montessori method, even if a student finds a way to resolve a trouble that is slower or significantly less helpful than a common mechanical way of solving the problem, the teacher will not intervene with the student’s method simply because this way the student learns to obtain options by himself or herself and to believe of creative strategies to operate on diverse complications.

The educational system in the United States, especially from grade college to the end of high school, is practically identical to the banking strategy to education that Freire described. Throughout high school 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 finally they are tested to show that they can reproduce or use the expertise which was taught. Most of the time the students are only receptors of details and they take no component in the creation of knowledge. An additional way in which the U.S. education method is virtually identical to the banking technique of education is the grading system. The grades of students largely reflect how substantially they comply with the teacher’s tips and how considerably they are willing to stick to 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 form of government will do worse than a student who just accepts that a representative democracy is far better than a direct democracy, socialism, communism, or one more form of social system. The U.S. education technique rewards those who agree with what is being taught and punishes those who do not.

In addition, it discourages students from questioning and carrying out any considering of their own. Since of the repetitive and insipid nature of our education method, most students dislike higher college, and if they do effectively on their function, it is merely for the goal of getting a grade as opposed to finding out or exploring a new thought.

The Montessori Approach advocates child primarily 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 Technique “is a strategy based on the principle of freedom in a prepared environment”(5). Studies done on two groups of students of the ages of six and 12 comparing these who understand in a Montessori to those who study in a normal college environment show that in spite of the Montessori technique possessing no grading technique and no obligatory operate load, it does as effectively as the standard program in each English and social sciences but Montessori students do considerably far better in mathematics, sciences, and difficulty solving. The Montessori system makes it possible for for students to be capable to explore their interests and curiosity freely. Since of this the Montessori system pushes students toward the active pursuit of expertise for pleasure, which means that students will want to study and will discover out about factors that interest them simply simply because it is entertaining to do so.
Maria Montessori started to develop what is now known as the Montessori Technique of education in the early twentieth century.

The Montessori Strategy focuses on the relations between the child, the adult, and the environment. The youngster is seen as an individual in development. The Montessori program has an implied notion of letting the child be what the kid would naturally be. Montessori believed the standard education program causes young children to drop a lot 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 men and women, play, submissiveness and so forth”. Because of this perceived loss of the kid, the Montessori program operates to enable a youngster to naturally create self-self-confidence as nicely as the capability and willingness to actively seek know-how and discover one of a kind solutions to complications by considering creatively. A different critical distinction in how youngsters discover in the Montessori technique is that in the Montessori technique a kid has no defined time slot in which to execute a job. Alternatively the child is permitted to execute a job for as long as he wants. This leads children to have a far better capacity to concentrate and focus on a single process for an extended period of time than young children have in the normal education technique.

The function which the adult or teacher has in the Montessori technique marks another fundamental distinction in between the Montessori s Method and the standard education method. With the Montessori Approach 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 personal notions of what is genuine, ideal, and true. Montessori describes the kid as an person in intense, continual modify. From observation Montessori concluded that if allowed to develop by himself, a youngster would usually locate equilibrium with his atmosphere, meaning he would study not to mistreat other people, for example, and to interact positively with his peers. This is important because it leads to 1 of the Montessori Method’s most deep-seated ideas, which is that adults should not let their presence be felt by the children. This indicates that despite the fact that 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 will have to make it so that the students do not really feel like they are being observed or judged in any way. The adult can make recommendations to the young children, but by no means 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 pretty much as an additional peer of the youngsters.