The Montessori Education Program 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 noticed as an object in which the teacher ought to location details. The student has no responsibility for cognition of any sort the student have to just memorize or internalize what the teacher tells him or her. Paulo Freire was pretty much opposed to the banking method. He argued that the banking program is a program of handle and not a program meant to effectively educate. In the banking system the teacher is meant to mold and modify the behavior of the students, sometimes in a way that just about resembles a fight. The teacher tries to force facts down the student’s throat that the student could not think or care about.

This process ultimately leads most students to dislike college. It also leads them to create a resistance and a adverse attitude towards finding out in common, to the point where most men and women won’t seek knowledge unless it is necessary for a grade in a class. Freire believed that the only way to have a actual education, in which the students engage in cognition, was to transform from the banking program into what he defined as dilemma-posing education. 2022 jamb expo described how a issue-posing educational technique 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 feel increasingly challenged and obliged to respond to that challenge. Since they apprehend the challenge as interrelated to other challenges inside a total context not as a theoretical query, the resulting comprehension tends to be increasingly important and therefore constantly much less alienated”(81). The educational program developed by the Italian physician and educator Maria Montessori presents a tested and productive type of difficulty-posing education that leads its students to raise their want to find out as opposed to inhibiting it.

Freire presents two major troubles with the banking idea. The very first one is that in the banking idea a student is not essential to be cognitively active. The student is meant to merely memorize and repeat info, not to fully grasp it. This inhibits the students’ creativity, destroys their interest in the topic, and transforms them into passive learners who do not fully grasp or believe what they are getting taught but accept and repeat it for the reason that they have no other option. The second and additional dramatic consequence of the banking idea is that it offers an huge energy to those who choose what is becoming taught to oppress these who are obliged to learn it and accept it. Freire explains that the complications lies in that the teacher holds all the keys, has all the answers and does all the thinking. The Montessori approach to education does the precise opposite. It tends to make students do all the considering and issue solving so that they arrive at their own conclusions. The teachers basically 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 technique, even if a student finds a way to resolve a issue that is slower or much less effective than a normal mechanical way of solving the difficulty, the teacher will not intervene with the student’s method due to the fact this way the student learns to come across options by himself or herself and to feel of creative strategies to function on diverse complications.

The educational program in the United States, specially from grade college to the finish of higher school, is practically identical to the banking method to education that Freire described. In the course of higher school most of what students do is sit in a class and take notes. They are then graded on how nicely they complete 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 data and they take no element in the creation of knowledge. One more way in which the U.S. education program is practically identical to the banking technique of education is the grading method. The grades of students largely reflect how significantly they comply with the teacher’s ideas and how a lot they are prepared to adhere to directions. Grades reflect submission to authority and the willingness to do what is told additional 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 better than a direct democracy, socialism, communism, or another kind of social method. The U.S. education system rewards these who agree with what is getting taught and punishes these who do not.

Furthermore, it discourages students from questioning and undertaking any pondering 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 perform, it is merely for the objective of obtaining a grade as opposed to mastering or exploring a new idea.

The Montessori Approach advocates youngster based teaching, letting the students take manage of their personal education. In E.M Standing’s The Montessori Revolution in Education, Standing says that the Montessori Strategy “is a method primarily based on the principle of freedom in a ready environment”(five). Research performed on two groups of students of the ages of 6 and 12 comparing those who study in a Montessori to those who discover in a normal college environment show that despite the Montessori technique having no grading method and no obligatory operate load, it does as properly as the common system in both English and social sciences but Montessori students do a great deal better in mathematics, sciences, and dilemma solving. The Montessori system allows for students to be able to discover their interests and curiosity freely. Mainly because of this the Montessori system pushes students toward the active pursuit of know-how for pleasure, which means that students will want to study and will discover out about issues that interest them merely since it is fun to do so.

Maria Montessori started to develop what is now identified as the Montessori Approach of education in the early twentieth century.

The Montessori Technique focuses on the relations among the youngster, the adult, and the atmosphere. The child is noticed as an individual in development. The Montessori system has an implied notion of letting the youngster be what the youngster would naturally be. Montessori believed the normal education method causes young children to drop lots of childish traits, some of which are regarded as 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-named ‘creative imagination’, delight in stories, attachment to folks, play, submissiveness and so forth”. For the reason that of this perceived loss of the kid, the Montessori method works to allow a kid to naturally develop self-confidence as nicely as the potential and willingness to actively seek know-how and come across one of a kind solutions to problems by thinking creatively. An additional critical distinction in how youngsters understand in the Montessori system is that in the Montessori program a youngster has no defined time slot in which to execute a job. As an alternative the kid is permitted to perform a job for as extended as he wants. This leads youngsters to have a far better capacity to concentrate and focus on a single activity for an extended period of time than kids have in the regular education program.

The part which the adult or teacher has in the Montessori program marks yet another basic difference between the Montessori s Strategy and the common education method. With the Montessori Method the adult is not meant to continually 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 create his or her personal notions of what is true, appropriate, and true. Montessori describes the youngster as an person in intense, constant change. From observation Montessori concluded that if allowed to create by himself, a kid would often discover equilibrium with his atmosphere, which means he would study not to mistreat other individuals, for instance, and to interact positively with his peers. This is crucial because it leads to one of the Montessori Method’s most deep-seated ideas, which is that adults should not let their presence be felt by the young children. This suggests that 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 aid. In addition, the adult need to make it so that the students do not really feel like they are getting observed or judged in any way. The adult can make ideas to the young children, but never ever orders them or tells them what to do or how to do it. The adult have to not be felt as an authority figure, but rather almost as another peer of the children.

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