The Montessori Education System and the Desire to Learn

In the banking system the student is regarded as a thing where the instructor must place information.

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The student doesn’t have any responsibility for cognition of any sort; the student must only memorize or internalize what the teacher tells him or her. Paulo Freire was very much opposed to the banking system. He contended that the banking system is a method of control and not a system meant to successfully educate. In the banking system the instructor is meant to mold and adjust the behaviour of their pupils, sometimes in a way that almost resembles a struggle. The instructor tries to force information farther down the student’s throat that the pupil may not believe or care about.This process eventually leads many pupils to dislike college. Additionally, it leads them to develop a resistance and a negative attitude towards learning in general, to the point where many folks will not seek knowledge unless it is necessary for a grade in a course. Freire thought the only means 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 described how a problem-posing instructional system may work in Pedagogy of the Oppressed by stating,”Students, since they are increasingly introduced with issues relating to themselves in the world and with the planet, will feel challenged and obliged to react to that challenge. Because they apprehend the challenge as compared to other issues within a total context less a theoretical question, the consequent comprehension will become increasingly critical and thus constantly less alienated”(81). The instructional system created by the Italian physician and educator Maria Montessori presents a tested and efficient form of problem-posing education that leads its students to increase their desire to learn as opposed to inhibiting it.Freire presents two major problems with the banking concept. The very first one is that in the banking concept a student is not required to be cognitively active. The student is meant to simply memorize and repeat data, not to comprehend it. This inhibits the students’ imagination, destroys their curiosity about the subject, and transforms them into passive learners who don’t know or believe what they are being taught but accept and repeat it because they don’t have any other alternative. The second and more dramatic consequence of the banking concept is that it provides a huge power to people who choose what is being educated to oppress those that are obliged to understand it and accept it. Freire explains the difficulties lies in the teacher holds all the keys, has all of the answers and does all of the thinking. The Montessori approach to education does the exact opposite. The teachers simply help direct the pupil, but they do not tell the student what is true or untrue or the way the problem can be solved.In the Montessori system, even if a student finds a way to fix a problem that is slower or less effective than a standard mechanical way of solving the problem, the instructor won’t intervene with the student’s procedure because this way the student learns to find solutions by himself or herself and to consider creative ways to work on different issues.The educational system in the USA, especially from grade school to the end of high school, is nearly identical to the banking approach to education that Freire described. They are then rated on how well they finish homework and projects and finally they’re analyzed to prove they can reproduce or use the knowledge which was taught. The majority of the time that the pupils are only receptors of advice and they take no part in the creation of knowledge. Another way in the U.S. education process is virtually indistinguishable to the banking system of instruction is the ranking system. The levels of students largely reflect how far they comply with the instructor’s thoughts and how much they are prepared to follow directions. Grades represent entry to power and the willingness to do what is told more than they reflect the intellect, interest in the class, or comprehension of the substance which has been educated. For example, in a government course in the USA a student who does not agree that a representative democracy is superior to any other sort of government will perform worse than a pupil who simply accepts that a representative democracy is far better than the direct democracy, socialism, communism, or another form of social network. The U.S. education system rewards those who concur with what’s being taught and punishes those who don’t.Furthermore, it discourages pupils from questioning and doing any thinking of their own. Due to the repetitive and insipid nature of the education system, many pupils dislike high school, and if they do well on their job, it’s merely for the purpose of obtaining a grade as opposed to learning or exploring a new idea.The Montessori Method advocates child based teaching, letting the students take control of their own education. Studies performed on two classes of pupils of ages of 6 and 12 comparing individuals who learn at a Montessori to those who learn in a typical school environment reveal that regardless of the Montessori system having no grading system and no mandatory work load, it does and the standard system in both English and social sciences; nevertheless Montessori students do much better in mathematics, sciences, and problem solving. The Montessori system allows for pupils to be able to explore their interests and curiosity freely. Because of this the Montessori system pushes students toward the active pursuit of knowledge of pleasure, meaning that students are going to want to learn and will learn about matters that interest them simply because it is fun to do so.Maria Montessori started to grow what is now known as the Montessori Method of education in the early twentieth century

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