In Pedagogy of the Oppressed, Paulo Freire talks about what he calls the banking technique of education. In the banking program the student is seen as an object in which the teacher should location info. The student has no responsibility for cognition of any sort the student should just memorize or internalize what the teacher tells him or her. Paulo Freire was quite much opposed to the banking system. He argued that the banking technique is a technique of manage and not a system meant to successfully educate. In the banking system the teacher is meant to mold and alter the behavior of the students, at times in a way that virtually resembles a fight. The teacher tries to force info down the student’s throat that the student might not think or care about.
This procedure ultimately leads most students to dislike college. It also leads them to create a resistance and a unfavorable attitude towards finding out in basic, to the point where most persons will not seek information unless it is required for a grade in a class. Freire thought that the only way to have a genuine education, in which the students engage in cognition, was to change from the banking system into what he defined as problem-posing education. Freire described how a issue-posing educational method could perform in Pedagogy of the Oppressed by saying, “Students, as they are increasingly posed with complications 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 problems inside a total context not as a theoretical query, the resulting comprehension tends to be increasingly crucial and as a result consistently much less alienated”(81). The educational technique developed by the Italian physician and educator Maria Montessori presents a tested and powerful type of dilemma-posing education that leads its students to boost their desire to learn as opposed to inhibiting it.
Freire presents two important complications with the banking concept. The 1st a single is that in the banking notion a student is not needed to be cognitively active. The student is meant to merely memorize and repeat details, not to have an understanding of it. This inhibits the students’ creativity, destroys their interest in the subject, and transforms them into passive learners who don’t comprehend or think what they are becoming taught but accept and repeat it because they have no other choice. The second and much more dramatic consequence of the banking notion is that it provides an enormous energy to those who opt for what is becoming taught to oppress those who are obliged to discover it and accept it. Freire explains that the challenges lies in that the teacher holds all the keys, has all the answers and does all the pondering. The Montessori approach to education does the exact opposite. It makes students do all the considering and challenge solving so that they arrive at their own conclusions. The teachers merely assistance guide the student, but they do not inform the student what is correct or false or how a dilemma can be solved.
In the Montessori program, even if a student finds a way to solve a challenge that is slower or significantly less efficient than a typical mechanical way of solving the challenge, the teacher will not intervene with the student’s process mainly because this way the student learns to uncover options by himself or herself and to feel of inventive methods to perform on various troubles.
The educational method in the United States, specifically from grade college to the end of high school, is pretty much identical to the banking method to education that Freire described. Through higher college most of what students do is sit in a class and take notes. They are then graded on how effectively they total homework and projects and finally they are tested to show that they can reproduce or use the knowledge which was taught. Most of the time the students are only receptors of data and they take no component in the creation of information. A further way in which the U.S. education technique is practically identical to the banking system of education is the grading method. The grades of students mainly reflect how significantly they comply with the teacher’s tips and how a great deal they are prepared to follow directions. Grades reflect submission to authority and the willingness to do what is told extra than they reflect one’s intelligence, interest in the class, or understanding of the material that is being 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 form of government will do worse than a student who just accepts that a representative democracy is superior than a direct democracy, socialism, communism, or an additional type of social technique. The U.S. education system rewards those who agree with what is getting taught and punishes those who do not.
Moreover, it discourages students from questioning and performing any considering of their personal. Because of the repetitive and insipid nature of our education technique, most students dislike high college, and if they do properly on their work, it is merely for the purpose of acquiring a grade as opposed to mastering or exploring a new idea.
The Montessori Technique advocates kid primarily based teaching, letting the students take handle of their own education. In E.M Standing’s The Montessori Revolution in Education, Standing says that the Montessori Approach “is a system primarily based on the principle of freedom in a prepared environment”(5). Research carried out on two groups of students of the ages of 6 and 12 comparing those who study in a Montessori to those who study in a normal school atmosphere show that regardless of the Montessori program getting no grading system and no obligatory operate load, it does as effectively as the typical technique in both English and social sciences but Montessori students do much superior in mathematics, sciences, and issue solving. The Montessori program makes it possible for for students to be capable to explore their interests and curiosity freely. Simply because of this the Montessori program pushes students toward the active pursuit of knowledge for pleasure, which means that students will want to discover and will uncover out about points that interest them basically mainly because it is enjoyable to do so.
Maria Montessori began to create what is now known as the Montessori Strategy of education in the early twentieth century.
The Montessori Technique focuses on the relations in between the youngster, the adult, and the atmosphere. The youngster is seen as an individual in development. The Montessori program has an implied notion of letting the kid be what the child would naturally be. Montessori believed the regular education program causes children to lose several childish traits, some of which are thought of 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 people, play, submissiveness and so forth”. Due to the fact of this perceived loss of the child, the Montessori program works to enable a child to naturally create self-confidence as properly as the potential and willingness to actively seek expertise and find exclusive options to difficulties by thinking creatively. A different important distinction in how young children study in the Montessori technique is that in the Montessori system a child has no defined time slot in which to carry out a task. As an alternative the youngster is permitted to execute a process for as long as he desires. This leads kids to have a improved capacity to concentrate and concentrate on a single activity for an extended period of time than kids have in the normal education program.
The part which the adult or teacher has in the Montessori program marks another fundamental distinction involving the Montessori s Method and the normal education method. With the Montessori System the adult is not meant to frequently teach and order the student. The adult’s job is to guide the kid so that the child will continue to pursue his curiosities and create his or her personal notions of what is real, ideal, and correct. Montessori describes the youngster as an person in intense, continual change. From observation Montessori concluded that if permitted to create by himself, a child would always locate equilibrium with his atmosphere, meaning he would understand not to mistreat other folks, for example, and to interact positively with his peers. This is crucial simply because it leads to one of the Montessori Method’s most deep-seated suggestions, which is that adults really should not let their presence be felt by the young children. This signifies that although 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 enable. In addition, the adult should make it so that the students do not feel like they are becoming observed or judged in any way. The adult can make ideas to the youngsters, but under no circumstances orders them or tells them what to do or how to do it. 幼稚園補習 should not be felt as an authority figure, but rather almost as one more peer of the kids.