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In Pedagogy of the Oppressed, Paulo Freire discusses what he calls the banking system of education. In the bank operating system the student is seen as an object where the instructor must place info. The student does not have any responsibility for cognition of any kind; the student must merely memorize or internalize what the instructor 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 and not a system meant to successfully educate. In the banking system the teacher is intended to mold and change the behavior of the students, sometimes in a way that nearly resembles a fight. The instructor tries to force details down the student's throat that the student may not believe or care about.

This process eventually leads most students to dislike school. It also leads them to develop a level of resistance and a negative attitude towards learning in general, to the stage where many people won't seek knowledge unless it is required for a quality in a class. Freire thought that the only method to possess a real education, in which the students take part in cognition, was to improve from the banking system into what he defined as problem-posing education. Freire referred to how a problem-posing educational system can work in Pedagogy of the Oppressed by stating, "Students, as they are more and more posed with problems associated with themselves in the globe and with the globe, will feel more and more challenged and obliged to react to that problem. Because they apprehend the task as interrelated to various other problems within a total context much less a theoretical issue, the resulting comprehension is commonly increasingly critical and therefore constantly less alienated"(81). The educational system produced by the Italian physician and educator Maria Montessori presents a examined and effective kind of problem-posing education leading its students to increase their desire to understand as opposed to inhibiting it.

Freire presents two main problems with the banking concept. The first one is that in the banking concept students is not required to be cognitively active. The student is intended to basically memorize and repeat info, never to understand it. This inhibits the college students' creativity, https://en.wikipedia.org/wiki/?search=Brooklyn NY destroys their interest in the topic, and transforms them into passive learners who hardly understand or believe what they are being taught but accept and repeat it because they have no other option. The next and more dramatic consequence of the banking concept is normally that it gives an enormous capacity to those who select what is being shown to oppress those people who are obliged to learn it and accept it. Freire explains that the problems is based on that the instructor holds all the keys, has all of the answers and will all the considering. The Montessori method of education does the precise opposite. It creates students do all the thinking and issue solving so that they arrive at their very own conclusions. The teachers basically help guide the student, but they do not tell the student what is true or fake or what sort of problem can be solved.

In the Montessori system, even if students finds a method to solve a problem that is slower or less effective than a standard mechanical method of solving the problem, the teacher won't intervene with the student's process because this way the student learns to find solutions by himself or herself and also to think of creative methods to work on different problems.

The educational system in the United States, especially from grade school to the finish of high school, is almost identical to the banking method of education that Freire referred to. During high school the majority of what learners do is sit in a course and take notes. They are then graded about how well they complete homework and projects and finally they are tested showing they can reproduce or utilize the knowledge which was taught. More often than not the students are only receptors of information and they take no part in the creation of understanding. Another manner in which the U.S. education program is practically similar to the banking system of education is the grading system. The grades of learners mostly reflect how much they comply with the teacher's tips and just how much they are prepared to follow directions. Grades reflect submission to authority and the willingness to accomplish what is told more than they reflect one's cleverness, interest in the course, or knowledge 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 can be superior to any other type of government will do worse than a student who basically accepts that a representative democracy is preferable to a primary democracy, socialism, communism, or another type of social program. The U.S. education program rewards those who agree with what's being shown and punishes those who do not.

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

The Montessori Method advocates child 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 Method "is a method predicated on the theory of freedom in a prepared environment"(5). Tests done on two sets of students of the age groups of 6 and 12 comparing those who learn in a Montessori to those that learn in a typical school environment display that regardless of the Montessori system having no grading system and no obligatory function load, it does as well as the standard system in both English and public sciences; but Montessori students do far better in mathematics, sciences, and issue solving. The Montessori program allows for students to be able to explore their passions and curiosity freely. Due to this the Montessori program pushes students toward the active pursuit of knowledge for pleasure, meaning that students would want to find out and will find out about things that curiosity them simply because it is certainly fun to do so.

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

The Montessori Method targets the relations between the child, the adult, and the environment. The child sometimes appears as an individual in development. The Montessori system comes with an implied notion of allowing the kid be what the child would naturally be. Montessori thought the typical education system causes children to reduce many childish traits, some of which are believed to become virtues. In Loeffler's Montessori in Contemporary American Culture, Loeffler says that "among the traits that disappear aren't only untidiness, disobedience, sloth, greed, egoism, quarrelsomeness, and instability, but also the http://marioqayy529.tearosediner.net/what-the-oxford-english-dictionary-doesn-t-tell-you-about-toddler-programs-nyc so-called 'creative imagination', delight in stories, attachment to individuals, play, submissiveness and so forth". For this reason perceived lack of the child, the Montessori system functions to enable a child to normally develop self-confidence as well as the ability and willingness to actively seek knowledge and discover unique solutions to complications by thinking creatively. Another essential difference in how children find out in the Montessori system is definitely that in the Montessori system a child has no defined time slot in which to perform a task. Instead the child is allowed to perform an activity for as long as he wants. This leads children to have a much better capacity to concentrate and concentrate on an individual task for an extended time period than kids have in the typical education system.

The role that your adult or teacher has in the Montessori system marks another fundamental difference between the Montessori s Technique and the standard education system. With the Montessori Technique the adult isn't meant to constantly teach and order the pupil. The adult's job is to guide the child so that the kid will continue to go after his curiosities and develop his / her very own notions of what is real, right, and accurate. Montessori describes the kid as a person in intense, constant modification. From observation Montessori figured if allowed to develop by himself, a kid would always find equilibrium with his environment, meaning he'd learn not to mistreat others, for example, and to interact positively with his peers. This is important since it leads to one of the Montessori Method's most deep-seated tips, which can be that adults shouldn't let their existence be felt by the kids. This means that although an adult is in the surroundings with the college students, the adult will not necessarily interact with the students unless the students question the adult a issue or request help. Furthermore, the adult must make it to ensure that the students do not feel like they are being observed or judged in any way. The adult can make suggestions to the kids, but under no circumstances orders them or tells them how to proceed or how to perform it. The adult should not be experienced as an authority body, but rather almost as another peer of the kids.

The result of this, not surprisingly, is that a lot less 'work' gets performed by the students. Nevertheless, the students' development is dramatically better in the Montessori program than in a standard education system. But how can students who've no obligation to accomplish any work possibly contend with students who are taught in the standard system and do much more work in class and at home? I believe the answer is based on that while learners taught in the typical way are constantly being pushed towards disliking school and doing stuff mechanically without really thinking about it, Montessori students are resulted in actively explore their interests and enjoy doing so. Furthermore, Montessori learners are constantly engaged in cognition. They are continually learning to believe in different ways and creating answers to complications from scratch, instead of students in the typical method of education who only solve problems with the various tools or information that the instructor gives them to use.

The final essential requirement of the Montessori Technique is the environment where the student learns and explores. As mentioned before, it is very important that the children feel like they are safe and free to do what they need for provided that they need. It is also important for the children to possess a variety of didactic materials to play and learn with. These can be as simple as cards with different letters that your students use to create different phrases with. In this way the student will get the thought of the letter being truly a physical object which can be relocated and manipulated to formulate terms instead of simply an abstract concept which he must compose repeatedly on a bit of paper. Montessori describes a copious quantity of didactic components that she used. She also describes how effective these were at helping the children grasp concepts like the development of sentences, square roots, and division. The didactic materials do not just help the learners grasp the idea of different abstractions from reality, in addition they make learning a game and this makes students create a natural joy for learning and thinking about abstract ideas. In The Montessori Revolution in Education, Standing talks about a young girl who was learning to read and performed a game where she attemptedto read phrases from cards including different words marked with different degrees of difficulty. Standing states about the girl, "She was pretty rushing at this intellectual meals. But actually in Set 2 the majority of what seemed beyond her. At last she had produced out one, M - A - N, Guy. How delighted she was! Using what joy do she place the card triumphantly under the picture of the person!"(173). This facet of the Montessori technique, in which kids are left to play different learning video games at their will, pleasure for learning and produces a hunger.

Especially at a age, it is easier and enjoyable for children to understand with didactic materials rather than simply sitting in a classroom and taking notes when the children are wishing these were someplace else or doing another thing the entire time they are designed to be learning. With the use of didactic materials and by allowing college students to utilize them or not use them whenever they want to, the Montessori program provides students the freedom to learn what they want to if they want to. That is especially important whenever we think about how the standard method of education, just like the banking system, forces students to 'learn' even when the learners don't want the info being shoved down their throats, and this leads to a kind of artificial learning where learners 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 onto it.