In Pedagogy of the Oppressed, Paulo Freire talks about what he calls the banking system of schooling. In the banking system the student is regarded as an object in which the teacher must put info.
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The student has no responsibility for cognition of any kind; the student must simply memorize or internalize what the teacher tells him or her. Paulo Freire was very much compared to the banking system. He argued that the banking system is a system of control and not a system meant to effectively educate. From the banking system the instructor is meant to mold and adjust the behavior of their pupils, sometimes in a manner that almost resembles a fight. The teacher tries to force information down the pupil’s throat the pupil might not believe or care for.This process eventually leads many students to dislike college. It also leads them to develop a resistance and a negative attitude towards learning in general, to the point where most folks will not look for knowledge unless it’s necessary to get a grade in a class. Freire believed that the only means to have a true education, where the students engage in cognition, was to transform from the banking system to what he defined as problem-posing schooling. Freire described the way the problem-posing educational system could work in Pedagogy of the Oppressed by saying,”Students, since they’re increasingly introduced with issues relating to themselves from the world and with the planet, will feel challenged and obliged to respond to this challenge. Since they apprehend the struggle as compared to other problems within a entire context not as a theoretical issue, the consequent comprehension tends to be critical and consequently always less alienated”(81). The educational system developed from the Italian physician and educator Maria Montessori presents a tested and efficient kind of problem-posing instruction that leads its students to grow their desire to learn instead of inhibiting it.Freire presents two big issues with the banking idea. The first one is that in the banking concept a student is not required to be cognitively active. The student is meant to just memorize and repeat information, to not understand it. This inhibits the pupils’ imagination, destroys their curiosity about the subject, and transforms them to passive students who do not know or believe what they are being educated but accept and repeat it because they don’t have any other option. The second and more striking consequence of the banking concept is that it provides an enormous power to people who choose what’s being taught to oppress those who are obliged to understand it and take it. Freire explains the problems lies in that the teacher holds all the keys, gets all of the answers and does all the thinking. The Montessori method of education does the exact opposite. The teachers only help direct the student, but they don’t inform the student what is true or untrue or the way the problem can be solved.At the Montessori system, even if a student finds a way to fix a problem that is slower or less effective than a normal mechanical direction of solving the issue, the instructor will not intervene with the student’s procedure because this way the student learns to find answers by herself or himself and to consider creative ways to operate on different issues.The educational system in the United States, especially from grade school to the end of high school, is nearly identical to the banking approach to schooling that Freire described. They are then rated on how well they finish homework and projects and eventually they are analyzed to show they can reproduce or use the understanding that was taught. Another way in which the U.S. education process is virtually indistinguishable to the banking system of instruction is the ranking system. The levels of students mostly reflect how far they comply with the teacher’s ideas and how much they are willing to follow instructions. Grades represent entry to power and the willingness to do what is told over they reflect the intellect, curiosity about the course, or understanding of the material which is being taught. For instance, in a government course in the United States a student who doesn’t concur that a representative democracy is superior to any other sort of government will do worse than a student who only accepts a representative democracy is far better than the direct democracy, socialism, communism, or a different form of social network. The U.S. schooling system rewards those who concur with what is being taught and punishes those who do not.Additional it discourages students from questioning and performing any thinking of their own. Due to the repetitive and insipid nature of the education system, most pupils dislike high school, and if they do well on their work, it is merely for the purpose of acquiring a grade instead of learning or exploring a new idea.The Montessori Method advocates child based teaching, letting the students take control of their own education. In E.M Reputation’s The Montessori Revolution in Education, Reputation says that the Montessori Method”is a method based on the principle of liberty in a prepared environment”(5). Studies done on two groups of pupils of the 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 using no grading system without a obligatory job load, it does as well as 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 students to have the ability to explore their interests and interest freely. As a result of this the Montessori system compels students toward the active pursuit of knowledge of enjoyment, meaning that pupils will want to learn and will find out about matters that interest them because it is enjoyable to do so.Maria Montessori started to develop what is currently known as the Montessori Method of education from the early twentieth century