Paulo Freire speaks in an educational book for the oppressed about what the banking system calls education. In the banking system, the student is seen as an object in which the teacher must put information. Students are not responsible for any type of knowledge. The student must simply memorize or understand what the teacher is saying to him or her. Paulo Freire was very opposed to the banking system. The banking system was a system of control rather than a system aimed at successful education. In the banking system, the teacher is intended to formulate and change students' behavior, sometimes in a way that resembles combat. The teacher tries to impose information below the student's throat so that the student does not think or care about it appreciate synonym.
This process eventually leads most students to hate school. It also leads them to develop resistance and a negative attitude towards learning in general, so that most people will not ask for knowledge unless it is required to obtain a degree in class. Freire thought that the only way to get a real education, where students engage in perception, is to shift from the banking system to what it defines as problem education. Freirey described how a problem-oriented educational system could work in the doctrine of jurisprudence: "Students, as they are increasingly being exposed to problems about themselves in the world and the world, will feel increasingly challenged and need to respond to that and because they control the challenge as being associated with Other Problems Within a holistic context is not a theoretical issue, the resulting understanding tends to be increasingly critical and thus less always less. [81] The educational system developed by Italian physician and educator Maria Montessori offers an experiential and effective form of problem- Increased foam Of interest in learning rather than discouraged and also appreciate your children downloadhackedgames com.
Freire offers two major problems in the banking concept. The first is that in the banking concept the student is not required to be active in knowledge. The student simply means keeping and repeating information, not understanding it. This prevents students' creativity, destroys their interest in the subject, and turns them into passive learners who do not understand or believe what is being taught but accept and repeat because they have no other choice. The second and most dramatic result of the banking concept is that it gives tremendous power to those who choose what is being taught to suppress those who must learn and accept. Freirey explains that the problems lie in that the teacher holds all the keys, has all the answers and does all the thinking. Montessori's approach to education does the exact opposite. Makes students do all the thinking and problem solving to reach their own conclusions. Teachers simply help guide the student, but they do not tell the student what is right or wrong or how to solve the problem portrayal of Ludo Game.
In the Montessori system, even if the student finds a way to solve a problem that is slower or less effective than the standard mechanical method of solving the problem, the teacher will not intervene in the student process because this method teaches the student to find solutions on his own and to think of innovative ways to work on different problems.
The educational system in the United States, especially from elementary school to the end of high school, is almost identical to the banking approach to education that Freire described. During high school, most of what students do is sit in class and take notes. They are then classified as successful in completing assignments and projects and are eventually tested to demonstrate that they can reproduce or use the knowledge that has been taught. In most cases, students are simply receptors of information and do not participate in creating knowledge. There is another way that the US education system matches the banking system of education in terms of the classification system. Students' grades often reflect their compliance with teacher ideas and willingness to follow directions. Degrees reflect submission to power and willingness to do what is said more than reflecting an individual's intelligence or interest in the class or understanding of the material being taught. For example, in a government row in the United States, a student who does not agree that representative democracy is superior to any other form of government will result worse than a student who simply accepts that representative democracy is better than direct democracy, socialism, communism or any other form of Forms of social order. The American education system rewards those who agree with what is being taught and punish those who do not.
Maria Montessori began to develop what is now known as the Montessori style of education in the early 20th century.
The Montessori approach focuses on the relationships between children, adults and the environment. The child is seen as an individual in development. The Montessori system has an implicit idea of allowing the child to be what the child will normally be. Montessori believes that the standard education system leads to the loss of many childish characteristics of children, some of which are virtues. In Montessori's book on contemporary American culture, Loveler says, "Among the traits that disappear are not only irregularity, disobedience, laziness, greed, selfishness, disagreement, and instability, but also so-called creative imagination, the joy of stories, Dispensing and so on. " Because of this perceived loss of the child, the Montessori system enables the child to develop self-confidence naturally, as well as the ability and desire to actively seek knowledge and find unique solutions to problems with creative thinking. Another important difference in how children learn in the Montessori system is that in the Montessori system, the child does not have a specific time period for a task. Instead, the child is allowed to perform a task as long as he wants to. This leads children to have a better ability to focus and focus on one task for a longer period of time than children in the standard education system.
The role played by the adult or teacher in the Montessori system represents another fundamental difference between the Montessori method and the standard education system. With the Montessori method, adults are not intended to teach and arrange students constantly. The adult function is to guide the child so that the child continues to follow his curiosity and develop his own ideas about what is real, true, and true. Montessori describes the child as an individual in constant and constant change. From observation, Montessori concluded that if a child is allowed to develop on his own, he always finds a balance with his environment, meaning that he will learn not to abuse others, for example, and interact positively with his peers. This is important because it leads to one of the most complex ideas in the Montessori method: that adults should not be allowed to be present by children. This means that although an adult is in the environment with students, the adult does not necessarily interact with the students unless the students ask adults a question or request help. Furthermore, adults must make this so that students do not feel that they are being observed or judged in any way. Adults can make suggestions for children, but they do not tell them or tell them what to do or how to do it. The adult should not feel that he is an authority figure, but almost as a counterpart to the children.
The result of this, not surprisingly, is that much of the "work" is less than by students. However, the development of students is significantly better in the Montessori system than in the standard education system. But how can students who are not doing anything compete with students who are taught in the standard system and do more work in class and at home? I think the answer is that while students are taught in the usual way, they are constantly pushed into dissatisfaction with school and do things mechanically without thinking about it, the students of the University of Montessori drive to explore and enjoy their interests. Moreover, Montessori students are constantly engaged in perception. They are constantly learning to think in different ways and to create solutions to problems from scratch, as opposed to students in the standard teaching method, who only solve problems related to the tools or information the teacher gives them to use.
The last important aspect of the Montessori method is the environment in which the student learns and explores. As we have said before, it is important that children feel secure and free to do what they want for as long as they want. It is also important that children have a variety of educational materials to play and learn. It can be as simple as cards with different characters used by students to make different words with them. In this way, the student can get the idea that a character is a material object that can be manipulated and manipulated to formulate the words rather than just an abstract concept that must be written repeatedly on a piece of paper. Montessori describes a plethora of educational materials that she used. It also describes how effective it is in helping children understand concepts such as forming sentences, square roots and dividing.
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