The Montessori Education System and the Desire to Learn

In Pedagogy of the Oppressed, Paulo Freire discusses what he calls the saving money arrangement of instruction. In the keeping money framework the understudy is viewed as an item in which the educator must place data. The understudy has no duty regarding discernment of any kind; the understudy should essentially remember or disguise what the educator lets him know or her. Paulo Freire was particularly contradicted to the saving money framework. He contended that the keeping money framework is an arrangement of control and not a framework intended to effectively instruct. In the keeping money framework the instructor is intended to form and change the conduct of the understudies, here and there in a way that nearly looks like a battle. The instructor endeavors to constrain data down the understudy’s throat that the understudy may not accept or think about. graduation in one year

This procedure in the long run leads most understudies to despise school. It additionally drives them to build up an obstruction and an antagonistic frame of mind towards learning all in all, to the point where a great many people won’t look for information except if it is required for a review in a class. Freire suspected that the best way to have a genuine training, in which the understudies take part in comprehension, was to transform from the managing an account framework into what he characterized as issue presenting instruction. Freire depicted how an issue presenting instructive framework could work in Pedagogy of the Oppressed by saying, “Understudies, as they are progressively presented with issues identifying with themselves on the planet and with the world, will feel progressively tested and obliged to react to that test. Since they capture the test as interrelated to different issues inside an aggregate setting not as a hypothetical inquiry, the subsequent understanding will in general be progressively basic and consequently continually less alienated”(81). The instructive framework created by the Italian doctor and teacher Maria Montessori exhibits a tried and compelling type of issue presenting training that drives its understudies to build their craving to learn rather than repressing it.

Freire presents two noteworthy issues with the keeping money idea. The first is that in the managing an account idea an understudy isn’t required to be intellectually dynamic. The understudy is intended to just retain and rehash data, not to comprehend it. This hinders the understudies’ inventiveness, crushes their enthusiasm for the subject, and changes them into detached students who don’t comprehend or accept what they are being instructed yet acknowledge and rehash it since they have no other alternative. The second and progressively sensational result of the managing an account idea is that it gives a gigantic capacity to the individuals who pick what is being educated to mistreat the individuals who are obliged to learn it and acknowledge it. Freire clarifies that the issues lies in that the instructor holds all the keys, has every one of the appropriate responses and does all the reasoning. The Montessori way to deal with training does the correct inverse. It influences understudies to do all the reasoning and critical thinking so they touch base at their own decisions. The educators essentially help control the understudy, however they don’t tell the understudy what is valid or false or how an issue can be unraveled.

In the Montessori framework, regardless of whether an understudy figures out how to take care of an issue that is slower or less successful than a standard mechanical method for taking care of the issue, the instructor won’t intercede with the understudy’s procedure since along these lines the understudy figures out how to discover arrangements without anyone else’s input or herself and to consider inventive approaches to take a shot at various issues.

The instructive framework in the United States, particularly from review school as far as possible of secondary school, is relatively indistinguishable to the saving money way to deal with training that Freire portrayed. Amid secondary school the greater part of what understudies do is sit in a class and take notes. They are then evaluated on how well they finish homework and ventures lastly they are tried to demonstrate that they can replicate or utilize the learning which was educated. More often than not the understudies are just receptors of data and they take no part in the making of learning. Another manner by which the U.S. training framework is for all intents and purposes indistinguishable to the managing an account arrangement of instruction is the evaluating framework. The evaluations of understudies for the most part reflect the amount they conform to the instructor’s thoughts and the amount they will pursue bearings. Evaluations reflect accommodation to power and the readiness to do what is told more than they mirror one’s insight, enthusiasm for the class, or comprehension of the material that is being instructed. For example, in an administration class in the United States an understudy who does not concur that a delegate majority rule government is better than some other type of government will do more regrettable than an understudy who just acknowledges that an agent popular government is superior to an immediate vote based system, communism, socialism, or another type of social framework. The U.S. instruction framework compensates the individuals who concur with what is being educated and rebuffs the individuals who don’t.

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