The Montessori Education Technique and the Need to Understand
In Pedagogy of the Oppressed, Paulo Freire talks about what he calls the banking method of education. In the banking method the student is observed as an object in which the teacher should place data. 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 substantially opposed to the banking program. He argued that the banking system is a program of control and not a system meant to successfully educate. In the banking system the teacher is meant to mold and alter the behavior of the students, sometimes in a way that pretty much resembles a fight. The teacher tries to force facts down the student’s throat that the student may possibly not believe or care about.
This process ultimately leads most students to dislike college. It also leads them to develop a resistance and a adverse attitude towards mastering in general, to the point exactly where most persons will not seek expertise 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 trouble-posing education. Freire described how a issue-posing educational system could perform in Pedagogy of the Oppressed by saying, “Students, as they are increasingly posed with issues relating to themselves in the globe and with the planet, will really feel increasingly challenged and obliged to respond to that challenge. Since they apprehend the challenge as interrelated to other problems inside a total context not as a theoretical query, the resulting comprehension tends to be increasingly vital and hence continuously less alienated”(81). The educational method created by the Italian physician and educator Maria Montessori presents a tested and efficient type of dilemma-posing education that leads its students to improve their need to study as opposed to inhibiting it.
Freire presents two key issues with the banking notion. The first 1 is that in the banking concept a student is not essential to be cognitively active. The student is meant to simply memorize and repeat info, not to comprehend it. This inhibits the students’ creativity, destroys their interest in the subject, and transforms them into passive learners who don’t realize or believe what they are becoming taught but accept and repeat it mainly because they have no other choice. The second and more dramatic consequence of the banking idea is that it offers an enormous power to those who select what is being taught to oppress those who are obliged to understand 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 strategy to education does the precise opposite. It makes students do all the considering and difficulty solving so that they arrive at their own conclusions. The teachers just assistance guide the student, but they do not tell the student what is accurate or false or how a difficulty can be solved.
In the Montessori system, even if a student finds a way to resolve a issue that is slower or much less efficient than a standard mechanical way of solving the dilemma, the teacher will not intervene with the student’s course of action simply because this way the student learns to obtain solutions by himself or herself and to feel of inventive ways to operate on various problems.
The educational system in the United States, specially from grade college to the finish of high college, is almost identical to the banking method to education that Freire described. For https://www.fetc.org/ of higher school 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 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 part in the creation of understanding. One more way in which the U.S. education technique is practically identical to the banking technique of education is the grading technique. The grades of students largely reflect how much they comply with the teacher’s concepts and how considerably they are willing to comply with directions. Grades reflect submission to authority and the willingness to do what is told extra 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 just accepts that a representative democracy is far better than a direct democracy, socialism, communism, or another form of social technique. The U.S. education method rewards these who agree with what is getting taught and punishes these who do not.
Moreover, it discourages students from questioning and undertaking any considering of their own. Simply because of the repetitive and insipid nature of our education system, most students dislike high college, and if they do effectively on their perform, it is merely for the purpose of obtaining a grade as opposed to studying or exploring a new thought.
The Montessori Strategy advocates kid 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 Process “is a approach primarily based on the principle of freedom in a ready atmosphere”(5). Research accomplished on two groups of students of the ages of 6 and 12 comparing those who learn in a Montessori to those who learn in a typical college atmosphere show that regardless of the Montessori program obtaining no grading system and no obligatory work load, it does as properly as the typical technique in both English and social sciences but Montessori students do much superior in mathematics, sciences, and difficulty solving. The Montessori system permits for students to be able to explore their interests and curiosity freely. Because of this the Montessori technique pushes students toward the active pursuit of knowledge for pleasure, which means that students will want to learn and will obtain out about things that interest them just mainly because it is entertaining to do so.
Maria Montessori began to create what is now known as the Montessori Method of education in the early twentieth century.
The Montessori System focuses on the relations amongst the kid, the adult, and the atmosphere. The child is seen as an person in improvement. The Montessori technique has an implied notion of letting the child be what the child would naturally be. Montessori believed the normal education technique causes children to drop lots of childish traits, some of which are deemed 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-called ‘creative imagination’, delight in stories, attachment to individuals, play, submissiveness and so forth”. Simply because of this perceived loss of the youngster, the Montessori method works to enable a youngster to naturally create self-self-assurance as properly as the capacity and willingness to actively seek expertise and obtain special solutions to issues by thinking creatively. Yet another crucial distinction in how young children find out in the Montessori system is that in the Montessori program a child has no defined time slot in which to execute a process. Alternatively the youngster is permitted to carry out a activity for as long 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 regular education system.
The part which the adult or teacher has in the Montessori technique marks a different fundamental distinction involving the Montessori s Technique and the regular education method. With the Montessori Strategy the adult is not meant to continually teach and order the student. The adult’s job is to guide the kid so that the child will continue to pursue his curiosities and create his or her own notions of what is genuine, correct, and accurate. Montessori describes the child as an person in intense, constant alter. From observation Montessori concluded that if allowed to create by himself, a youngster would generally locate equilibrium with his atmosphere, meaning he would study not to mistreat others, for instance, and to interact positively with his peers. This is crucial because it leads to one particular of the Montessori Method’s most deep-seated suggestions, which is that adults ought to not let their presence be felt by the youngsters. This implies 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 query or request aid. In addition, the adult need to make it so that the students do not feel like they are being observed or judged in any way. The adult can make recommendations to the young children, but never ever 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 pretty much as a different peer of the youngsters.