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The Montessori Education Process and the Want to Learn


In Pedagogy of the Oppressed, Paulo Freire discusses what he calls the banking system of education. In the banking process the scholar sometimes appears as a subject in that the instructor must position information. The student has no responsibility for cognition of any form; the student must simply memorize or internalize what the instructor tells him or her. Paulo Freire was quite definitely in opposition to the banking system. He argued that the banking program is just a system of get a grip on and not a process meant to properly educate. In the banking system the teacher is intended to shape and change the conduct of the students, often in ways that very nearly resembles a fight. The teacher tries to power data down the student’s throat that the scholar may not think or attention about.

This technique ultimately brings many students to hate school. In addition it leads them to produce a weight and a negative perspective towards understanding in general, to the point wherever most people won’t seek knowledge until it is needed for a level in a class. Freire believed that the only method to have a actual training, in which the pupils engage in cognition, was to change from the banking system into what he explained as problem-posing education. Freire explained what sort of problem-posing instructional process can work in Pedagogy of the Oppressed by stating, « Pupils, because they are increasingly sat with problems concerning themselves on earth and with the entire world, can feel significantly pushed and obliged to answer that challenge. Simply because they apprehend the process as interrelated to other issues inside a full context not as a theoretical issue, the resulting understanding is commonly increasingly critical and ergo constantly less alienated »(81). The educational program developed by the German doctor and teacher Maria Montessori gifts a tried and efficient form of problem-posing knowledge that brings their students to increase their wish to master in place of inhibiting it.

Freire gifts two key problems with the banking concept. The initial one is that in the banking principle students is not required to be cognitively active. The student is intended to merely memorize and replicate information, not to understand it. That prevents the pupils’imagination, destroys their interest in the subject, and changes them in to inactive learners who do not understand or feel what they’re being shown but take and repeat it since they’ve no different option. The second and more extraordinary consequence of the banking concept is so it gives an enormous power to people who choose what’s being shown to oppress those who find themselves obliged to learn it and accept it. Freire describes that the issues is based on that the teacher holds most of the keys, has all the answers and does all the thinking. The Montessori way of training does the precise opposite. It generates pupils do all of the thinking and issue resolving so they arrive at their very own conclusions. The educators simply help guide the scholar, but they don’t tell the student what is true or false or how a issue can be solved.  suhupendidikan

The educational program in the United States, especially from grade college to the end of senior school, is nearly similar to the banking method of education that Freire described. All through senior school most of what pupils do is stay in a type and get notes. They’re then ranked on how well they total homework and projects and eventually they’re tested to show that they can replicate or use the information that has been taught. All of the time the pupils are just receptors of information and they take no portion in the creation of knowledge. Still another manner in which the U.S. training process is practically similar to the banking system of knowledge could be the grading system.

The qualities of students primarily reflect how much they conform to the teacher’s a few ideas and simply how much they’re ready to follow along with directions. Grades reflect distribution to power and the readiness to do what’s told more than they reflect one’s intelligence, interest in the type, or comprehension of the product that’s being taught. As an example, in a government school in the United Claims students who does maybe not acknowledge that a consultant democracy is better than any other type of government is going to do worse when compared to a student who merely accepts a consultant democracy is preferable to an immediate democracy, socialism, communism, or yet another type of cultural system. The U.S. knowledge program benefits those who accept what is being taught and punishes those who do not.

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