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In Pedagogy of the Oppressed, Paulo Freire discusses what he calls the banking system of education. In the banking system the student is seen as an object where the teacher must place information. The student does not have any responsibility for cognition of any type; the student must just memorize or internalize what the teacher tells her or him. Paulo Freire was quite definitely opposed to the banking system. He argued that the bank operating system is a system of control rather than a system meant to successfully educate. In the bank operating system the teacher is intended to mold and transformation the behavior of the college students, sometimes in a manner that nearly resembles a fight. The teacher tries to force details down the student's throat that the student may not believe or value.

This process eventually prospects most students to dislike school. It also leads them to build up a level of resistance and a poor attitude towards learning generally, to the stage where a lot of people won't seek understanding unless it really is required for a quality in a class. Freire believed that the only way to have a real education, where the students engage in cognition, was to change from the banking system into what he defined as problem-posing education. Freire defined what sort of problem-posing educational system could work in Pedagogy of the Oppressed by stating, "Students, because they are more and more posed with problems associated with themselves in the world and with the globe, will feel more and more challenged and obliged to respond to that problem. Because they apprehend the task as interrelated to other problems within a total context much less a theoretical question, the resulting comprehension tends to be increasingly critical and thus constantly less alienated"(81). The educational system produced by the Italian doctor and educator Maria Montessori presents a examined and effective kind of problem-posing education leading its students to increase their desire to learn as opposed to inhibiting it.

Freire presents two main issues with the banking idea. The first one is usually that in the banking concept students is not required to be cognitively energetic. The student is intended to basically memorize and repeat information, never to understand it. This inhibits the learners' creativity, destroys their curiosity in the subject, and transforms them into passive learners who don't understand or believe what they are being shown but accept and do it again it because they have no other option. The next and more dramatic consequence of the banking concept is that it offers an enormous capacity to those who choose what is being shown to oppress those people who are obliged to learn it and accept it. Freire explains that the problems lies in that the instructor holds all of the keys, has all of the answers and will all the thinking. The Montessori method of education does the precise opposite. It makes students do all of the thinking and issue solving so that they reach their personal conclusions. The teachers basically help guide the pupil, but they do not inform the student what's true or fake or how a problem could be solved.

In the Montessori system, even if a student finds a way to solve a problem that is slower or 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 pupil learns to find solutions by himself or herself and also to think of creative methods to focus on different problems.

The educational system in the usa, especially from grade school to the end of high school, is almost identical to the banking approach to education that Freire defined. During high school most of what college students do is sit down in a course and take down notes. They are after that graded on how well they complete homework and tasks and finally they are tested showing they can reproduce or use the knowledge which was taught. Usually the students are just receptors of information and they take no part in the creation of knowledge. Another way in which the U.S. education program is practically identical to the banking system of education is the grading system. The grades of students mostly reflect just how much they adhere to the teacher's tips and just how much they are prepared to follow directions. Grades reflect submission to authority and the willingness to do what is told a lot more than they reflect one's cleverness, interest in the class, or understanding of the material that's being taught. For example, in a government course in the usa a student would you not concur that a representative democracy is definitely superior to any other type of government can do worse than a student who just accepts that a representative democracy is better than a direct democracy, socialism, communism, or another kind of social system. The U.S. education system rewards those who agree with what is being taught and punishes those who do not.

Furthermore, it discourages college students from questioning and doing any thinking of their own. Due to the repetitive and insipid nature of our education program, most students dislike senior high school, and if they do well on their work, it is merely for the intended purpose of obtaining a grade as opposed to learning or exploring a new idea.

The Montessori Technique advocates child based teaching, letting the students take control of their own education. In E.M Standing's The Montessori Revolution in Education, Standing up says that the Montessori Technique "is a method based on the basic principle of freedom in a ready environment"(5). Studies done on two sets of college students of the age range of 6 and 12 comparing those who learn in a Montessori to those http://www.thefreedictionary.com/Brooklyn NY who learn in a standard school environment display that despite the Montessori program having no grading system and no obligatory work load, it does as well as the standard system in both English and interpersonal sciences; but Montessori students do far better in mathematics, sciences, and problem solving. The Montessori program allows for students to be able to explore their passions and curiosity freely. Because of this the Montessori program pushes learners toward the active pursuit of knowledge for pleasure, meaning that students would want to learn and will find out about things that interest them due to the fact it can be fun to do so.

Maria Montessori began to develop what's now known as the Montessori Approach to education in the first twentieth century.

The Montessori Method focuses on the relations between your child, the adult, and the environment. The child sometimes appears as an individual in development. The Montessori system has an implied notion of letting the child be what the child would naturally be. Montessori believed the standard education system causes children to lose many childish traits, some of which are believed to become virtues. In Loeffler's Montessori in Modern American Culture, Loeffler states that "among the traits that disappear are not just untidiness, disobedience, sloth, greed, egoism, quarrelsomeness, and instability, but also the so-called 'creative imagination', delight in stories, attachment to people, play, submissiveness etc". Due to this perceived lack of the child, the Montessori system functions to enable a child to normally develop self-confidence and also the ability and willingness to actively look for knowledge and find unique solutions to complications by thinking creatively. Another important difference in how kids find out in the Montessori program is usually that in the Montessori system a child has no defined time slot where to perform an activity. Instead the kid is allowed to perform a task for as long as he wants. This leads children to have a much better capacity to concentrate and focus on an individual task for an extended period of time than kids have in the standard education system.

The role that your adult or teacher has in the Montessori system marks another fundamental difference between your Montessori s Technique and the typical education system. With the Montessori Method the adult isn't meant to http://cristiankqii023.jigsy.com/entries/general/why-the-biggest-myths--about-preschool-kindergarten-nyc-may-actually-be-right continuously teach and order the student. The adult's job is to guide the child so that the kid will continue to pursue his curiosities and develop his / her personal notions of what is real, right, and accurate. Montessori describes the child as an individual in intense, constant change. From observation Montessori concluded that if permitted to develop by himself, a child would always find equilibrium with his environment, meaning he'd learn not to mistreat others, for instance, and also to interact positively along with his peers. That is important because it leads to one of the Montessori Method's most deep-seated tips, which is that adults should not let their presence be felt by the children. This implies that although a grown-up is in the environment with the students, the adult will not necessarily connect to the college students unless the students talk to the adult a query or demand help. Furthermore, the adult must make it to ensure that the students usually do not feel just like they are being observed or judged in any way. The adult could make suggestions to the children, but under no circumstances orders them or tells them how to proceed or how to do it. The adult must not be sensed as an authority amount, but rather almost as another peer of the children.

The result of this, not surprisingly, is that many less 'work' gets completed by the students. However, the students' development is dramatically better in the Montessori program than in a standard education system. But how can students who have no obligation to accomplish any work possibly compete with students who are trained in the typical system and do a lot more work in class and at home? I believe the answer is based on that while learners taught in the standard way are constantly becoming pushed towards disliking college and doing things mechanically without really great deal of thought, Montessori students are resulted in actively explore their passions and enjoy doing this. Furthermore, Montessori students are constantly involved in cognition. They are consistently learning to believe in different ways and creating answers to problems from scratch, as opposed to students in the standard method of education who only resolve problems with the tools or info that the instructor gives them to use.

The final essential requirement of the Montessori Method is the environment in which the student learns and explores. As mentioned before, it is very important that the kids feel like they are secure and free to do what they need for so long as they need. It is also important for the children to get a variety of didactic material to play and learn with. These is often as basic as cards with different letters which the students use to make different terms with. In this manner the student will get the idea of the letter being truly a physical object which may be shifted and manipulated to formulate phrases instead of simply an abstract idea which he must create repeatedly on a bit of paper. Montessori describes a copious amount of didactic materials that she utilized. She also describes how effective they were at helping the kids grasp concepts such as the development of sentences, square roots, and division. The didactic materials do not simply help the college students grasp the concept of different abstractions from truth, in addition they make learning a casino game which makes students create a natural pleasure for learning and thinking about abstract ideas. In The Montessori Revolution in Education, Standing discusses a young lady who was learning to read and played a game where she attemptedto read phrases from cards containing different words marked with different levels of difficulty. Standing states about the girl, "She was pretty rushing at this intellectual food. But also in Set 2 most of what seemed beyond her. At last she had produced out one, M - A - N, Guy. How delighted she was! Using what joy did she place the cards triumphantly under the picture of the man!"(173). This facet of the Montessori technique, where kids are still left to play different learning games at their pleasure for learning, produces a hunger and will.

Especially at a age, it is much easier and enjoyable for children to learn with didactic materials instead of basically sitting in a classroom and taking notes when the kids are wishing these were somewhere else or doing another thing the whole time they are designed to be learning. With the usage of didactic materials and by allowing college students to use them or not utilize them whenever they desire to, the Montessori system provides students the freedom to learn what they want to when they want to. That is especially important when we believe about how the typical method of education, just like the banking system, forces learners to 'learn' even though the college students don't want the info getting shoved down their throats, and this leads to a kind of artificial learning where college students memorize information or even to a mechanical procedure where students do not internalize the info and forget it as soon as they are not being graded on it.