The Montessori Education Program as well as the Want to Study

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In Pedagogy of your Oppressed, Paulo Freire talks about what he calls the banking system montessori learning of education. Inside the banking method the student is noticed as an object in which the teacher ought to spot details. The student has no responsibility for cognition of any sort; the student will have to basically memorize or internalize what the teacher tells him or her. Paulo Freire was quite a lot opposed towards the banking technique. He argued that the banking system is actually a method of control and not a technique meant to successfully educate. Inside the banking system the teacher is meant to mold and adjust the behavior of your students, often inside a way that practically resembles a fight. The teacher tries to force details down the student's throat that the student may not believe or care about.

This course of action at some point leads most students to dislike college. It also leads them to create a resistance along with a damaging attitude towards learning in general, for the point exactly where the majority of people will not seek knowledge unless it really is essential for any grade within a class. Freire thought that the only way to have a real education, in which the students engage in cognition, was to transform in the banking system into what he defined as problem-posing education. Freire described how a problem-posing educational technique could work in Pedagogy in the Oppressed by saying, "Students, as they may be increasingly posed with issues relating to themselves in the world and with the world, will really feel increasingly challenged and obliged to respond to that challenge. For the reason that they apprehend the challenge as interrelated to other problems inside a total context not as a theoretical question, the resulting comprehension tends to be increasingly important and as a result continually less alienated"(81). The educational system created by the Italian doctor and educator Maria Montessori presents a tested and efficient type of problem-posing education that leads its students to boost their need to understand as opposed to inhibiting it.

Freire presents two big issues with the banking notion. The first one is that in the banking notion a student is just not necessary to become cognitively active. The student is meant to simply memorize and repeat facts, to not have an understanding of it. This inhibits the students' creativity, destroys their interest within the topic, and transforms them into passive learners who do not recognize or believe what they may be getting taught but accept and repeat it because they have no other alternative. The second and more dramatic consequence from the banking notion is the fact that it provides an massive energy to those that select what's being taught to oppress those who are obliged to find out it and accept it. Freire explains that the complications lies in that the teacher holds all the keys, has all of the answers and does all of the pondering. The Montessori strategy to education does the precise opposite. It tends to make students do each of the pondering and trouble solving so that they arrive at their own conclusions. The teachers basically help guide the student, but they don't tell the student what is correct or false or how an issue could be solved.

In the Montessori program, even though a student finds a approach to resolve an issue which is slower or much less powerful than a common mechanical way of solving the issue, the teacher won't intervene with all the student's process because this way the student learns to locate solutions by himself or herself and to feel of inventive ways to work on distinct problems.

The educational technique in the United states of america, particularly from grade school towards the end of higher college, is almost identical for the banking strategy to education that Freire described. For the duration of high college the majority of what students do is sit within a class and take notes. They're then graded on how nicely they complete homework and projects and finally they are tested to show that they can reproduce or use the know-how which was taught. Most of the time the students are only receptors of information and facts and they take no element within the creation of knowledge. Another way in which the U.S. education technique is virtually identical towards the banking system of education will be the grading system. The grades of students mainly reflect how much they comply with all the teacher's ideas and how much they may be prepared to stick to directions. Grades reflect submission to authority plus the willingness to complete what is told greater than they reflect one's intelligence, interest inside the class, or understanding in the material which is becoming taught. As an illustration, inside a government class within the United states a student who doesn't agree that a representative democracy is superior to any other kind of government will do worse than a student who just accepts that a representative democracy is better than a direct democracy, socialism, communism, or a different kind of social technique. The U.S. education technique rewards those who agree with what exactly is being taught and punishes individuals who do not.