The Montessori Education System and the Desire to Learn

In Pedagogy of the Oppressed, Paulo Freire talks approximately what he calls the banking machine of education. In the banking machine, the pupil is seen as an item the trainer has to vicinity statistics. The pupil has no duty for cognition of any type; they must memorize or internalize what the teacher tells them. Paulo Freire was very much opposed to the banking system. He argued that the banking gadget is a manipulating system and no longer a device to teach successfully. In the banking system, the instructor is supposed to mold and exchange the students’ behavior, sometimes in a manner that nearly resembles a fight. The teacher tries to force information down the scholar’s throat that the scholar might not trust or care about.


This system ultimately leads most students to dislike college. It also shows them to increase resistance and a terrible mindset closer to learning in well-known, where most people might not seek knowledge unless it’s miles required for a grade in a category. Freire thought that the best way to have actual schooling, wherein the scholars engage in cognition, becomes to alternate from the banking system into what he described as trouble-posing training. Freire told how a trouble-posing educational gadget could work

in Pedagogy of the Oppressed by announcing, “Students, as they are an increasing number of posed with issues referring to themselves within the global and with the world, will sense an increasing number of challenged and obliged to respond to that undertaking. Because they understand the assignment as interrelated to other issues inside a complete context no longer as a theoretical question, the resulting comprehension tends to be increasingly critical and thus continuously less alienated”(eighty-one). The instructional device advanced by the Italian physician and educator Maria Montessori provides a tested and effective form of trouble-posing education that leads its students to increase their preference to analyze instead of inhibiting it.

Freire affords major troubles with the banking idea. First, a student is not required to be cognitively active in the banking concept. The student is supposed to memorize and repeat records, not understand them. This inhibits the students’ creativity, destroys their interest in the problem, and transforms them into passive beginners who don’t apprehend or trust what they may be being taught but receive and repeat it because they don’t have any other option. The banking idea’s 2D and more dramatic effect is that it offers extensive energy to people who select what is being taught to oppress those obliged to learn and receive it.

Freire explains that the troubles lie in that the trainer holds all the keys, has all the answers, and does all the questioning. The Montessori method of education does the exact opposite. It makes students do all of the search and problem-solving so that they arrive at their conclusions. The teachers help guide the scholar. However, they do not inform the student what’s real or false or how trouble can be solved.

In the Montessori gadget, even though a scholar finds a way to clear up a problem that is slower or less effective than a standard mechanical way of solving the trouble, the trainer will not intrude with the pupil’s technique due to the fact this way the pupil learns to discover answers using himself or herself and to think about innovative methods to work on exceptional problems. The educational gadget inside the United States, especially from grade faculty to the cease of excessive faculty, is almost the same as the banking approach to education that Freire defined. During excessive college, most of what students do is sit in a category and take notes. They are then graded on how properly they complete homework and initiatives, and finally, they’re tested to prove that they can reproduce or use the understanding that was taught.

Most of the time, the students are the best receptors of facts and take no component in creating know-how. Another manner wherein the U.S. Training gadget is almost the same as the banking machine of education is the grading device. The college students’ grades buy and largely replicate how much they agree with the teacher’s ideas and what sort they may be inclined to comply with guidelines.

Grades reflect submission to authority and the willingness to do what is informed more than they replicate one’s intelligence, interest inside the class, or information about the material being taught. For instance, in a central authority class in the United States, a scholar who disagrees that representative democracy is superior to any other form of government will do worse than a scholar who truly accepts that representative democracy is higher than a direct democracy, socialism, communism, or every different shape of the social device. The U.S. Schooling gadget rewards those who trust what is being taught and punishes those who do not.


Furthermore, it discourages students from wondering and thinking about their personal. Most students dislike high school because of our education gadgets’ repetitive and bland nature. If they do nicely on their paintings, it’s miles simply for the cause of acquiring a grade instead of gaining knowledge of or exploring a new idea. The Montessori Method advocates baby-based teaching, letting the students take control of their schooling. In E.M Standing’s The Montessori Revolution in Education,

Standing says the Montessori Method “is based on the precept of freedom in a prepared environment”(5). Studies performed on two organizations of students of the while of 6 and 12 comparing individuals who examine in a Montessori to people who learn in a preferred faculty environment display that despite the Montessori gadget having no grading gadget and no compulsory workload, it does, in addition to the same old machine in both English and social sciences. Still, Montessori students do a lot higher in arithmetic,

sciences, and troublefixing. The Montessori gadget permits college kids to discover their hobbies and curiosity freely. Thus, the Montessori system pushes college students toward the active pursuit of know-how for pride, which means that students will want to research and discover approximately things that hobby them truly because it’s miles a laugh to achieve this. Maria Montessori began to expand what’s now called the Montessori Method of training within the early twentieth century. The Montessori Method makes a specialty of the kid’s relations, the grownup, and the surroundings. The toddler is visible as a man or woman in development.

The Montessori machine has an implied perception of letting the child be what the child might be. Montessori believed the same old training gadget causes children to lose many childish trends, some of which might be considered virtues. In Loeffler’s Montessori in Contemporary American Culture, Loeffler states that “some of the developments that disappear are not handiest untidiness, disobedience, sloth, greed, egoism, quarrelsomeness, and instability, but also the so-called ‘creative creativeness,’ pleasure in testimonies, attachment to individuals, play, submissiveness and so on.” Because of this perceived loss of the child, the

The Montessori device permits a baby to broaden self-confidence and the capability and willingness to act loo, look for knowledge, and discover specific answers to troubles by thinking creatively. Another vital difference in how youngsters research within the Montessori machine is that a baby has no described time slot to perform a challenge within the Montessori device. Instead, the child is permitted to perform a venture for as long as he wants. This leads kids to have a better ability to concentrate and recognize a single task for a prolonged period than kids within the general education machine.

The role ofthe grownup or instructor in the Montessori system marks some other essential distinction between the Montessori Method and the usual schooling Method. With the Montessori Method, the grownup is not meant to continuously teach and order the pupil. The adult’s activity guides the child to keep pursuing their curiosities and develop their notions of what’s actual, right, and genuine. Montessori describes the child as a character in severe, regular exchange.

From remark, Montessori concluded that if allowed to increase by using himself, a child could usually locate equilibrium with his surroundings, which means he might now research not to mistreat others, as an instance, and interact positively with his peers. This is essential because it ends in one of the Montessori Method’s most deep-seated ideas: that’s what adults must no longer permit their presence to be felt by the children.

This means that although an adult is inside the students’ environment, the person does not always engage with the scholars until the scholars ask the grownup questions or request help. Furthermore, the grownup ought to make it so that the scholars do not now experience it being located or judged in any manner. The person could make guidelines for the kids but never order them or tell them what to do or how to do it. The grownup needs not to be felt as an authority determiner but as an alternative, almost like every child’s peer.


The effect of this, now not tremendously, is that the scholars accomplish lots less ‘work’. Nevertheless, the scholars’ improvement is dramatically bigger inside the Montessori device than in a fashionable education system. But how can college students who have no responsibility to do any paintings in all likelihood compete with students taught inside the stylish gadget and do a great deal extra work in class and at home? I agree with the solution. While college students taught popularly are constantly

driven towards disliking faculty and doing matters automatically without considering it, Montessori students are encouraged to explore their hobbies and revel in doing so actively. Furthermore, Montessori college students are continuously engaged in cognition. They are constantly learning to assume different methods and develop answers to troubles from scratch, rather than students inside the trendy training method who only remedy issues with procedures or records that the instructor gives them to use.

Jeffery D. Silvers
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