MONTESSORI EDUCATION

In Pedagogy of the Oppressed, Paulo Freire discusses the particular bank is named by him system of education. In the bank operating system the student sometimes appears as an object where the teacher must place information. The training scholar does not have any responsibility for cognition of any type; the learner must memorize or internalize the actual professor instructs her or him simply. Paulo Freire was quite definitely against the bank operating system. He argued that the bank operating system is a functional system of control rather than a system designed to efficiently instruct. In the bank operating system the teacher is intended to mold and change the behavior of the students, sometimes in a manner that almost resembles a fight. The teacher tries to force information down the student's throat that the student may well not believe or value.

This technique leads most students to dislike university eventually. In addition, it leads them to build up a resistance and a poor attitude towards learning generally, to the main point where most people won't seek knowledge unless it is necessary for a grade in a class. Freire thought that the only path to truly have a real education, where the students take part in cognition, was to improve from the bank operating system into what he thought as problem-posing education. Freire identified what sort of problem-posing educational system can work in Pedagogy of the Oppressed by expressing, "Students, because they are significantly posed with problems associated with themselves on the planet and with the world, will feel challenged and appreciated to react to that task significantly. Because they apprehend the task as interrelated to other problems within a complete context much less a theoretical question, the resulting comprehension is commonly increasingly critical and so constantly less alienated"(81). The educational system produced by the Italian doctor and educator Maria Montessori reveals a examined and effective form of problem-posing education leading its students to increase their need to learn instead of inhibiting it.

Freire reveals two major issues with the banking idea. The first one is the fact that in the bank concept students is not needed to be cognitively effective. The student is intended to simply memorize and repeat information, never to understand it. This inhibits the students' imagination, destroys their curiosity about the topic, and changes them into unaggressive learners who hardly understand or imagine what they are being shown but accept and do it again it because they haven't any other option. The next and more remarkable outcome of the bank concept is the fact that it gives a massive capacity to those who choose what's being shown to oppress those who find themselves appreciated to learn it and admit it. Freire clarifies that the issues is based on that the tutor contains all the secrets, has all the answers and does indeed all the thinking. The Montessori method of education does the precise opposite. It makes students do all the situation and thinking solving so that they arrive at their own conclusions. The teachers help guide the student simply, however they do not tell the student what's true or false or what sort of problem can be solved.

Inside the Montessori system, even if students finds ways to solve an issue that is slower or less effective when compared to a standard mechanised way of solving the condition, the teacher won't intervene with the student's process because this way the scholar discovers to find alternatives by himself or herself also to think of creative ways to focus on different problems.

The educational system in america, especially from level institution to the finish of senior high school, is almost similar to the bank method of education that Freire explained. During senior high school almost all of what students do is sit down in a class and take down notes. These are then graded how well they complete research and projects and lastly they are examined to show they can reproduce or use the data which was educated. More often than not the students are just receptors of information plus they take no part in the creation of knowledge. Another manner in which the U.S. education system is virtually similar to the bank operating system of education is the grading system. The levels of students generally echo how much they adhere to the teacher's ideas and exactly how much they are prepared to follow directions. Marks reflect distribution to specialist and the determination to do what's advised more than they reveal one's intelligence, involvement in the course, or knowledge of the materials that has been taught. For example, in a authorities class in america a student would you not concur that a representative democracy is more advanced than any form of authorities will do even worse than a college student who simply allows a representative democracy is preferable to a primary democracy, socialism, communism, or another form of cultural system. The U.S. education system rewards those who trust what is being shown and punishes those who do not.

Furthermore, it discourages students from questioning and doing any thinking about their own. Due to the repetitive and insipid nature of your education system, most students dislike senior high school, and if indeed they do well on the work, it is only for the intended purpose of finding a level instead of discovering or learning a fresh idea.