What is Montessori System? A brief Introduction

In the pedagogy of the persecuted, Paulo Freire talks about what he calls the banking education system. In the banking system, the student is seen as a subject on which the teacher must submit information. The student is not responsible for any kind of knowledge. The student should simply remember or understand what the teacher is saying. Paulo Freire strongly opposed the banking system. He argued that the banking system is a control system, not one designed for successful learning. In the banking system, a teacher is meant to shape and change student behavior, sometimes in a way that sounds like an argument. The teacher tries to impose on students information that the student cannot trust or care about.

This process ultimately results in most students not wanting to attend school. It also leads them to develop resistance and a negative attitude towards learning in general, to the extent that most people will not seek knowledge unless it is necessary to obtain a degree. Freire believes that the only way to acquire the right education, since students are engaged in perception, is to move from the banking system to what was known as turbulent education. Freire described how a disrupted education system can work in the pedagogy of the oppressed, saying: “Students, as they increasingly face problems related to themselves in the world and in the world, will feel more and more challenged and forced to respond to this challenge , because they understand the challenge as interrelated. Others in a holistic context, rather than as a theoretical question, the resulting understanding becomes increasingly critical and therefore less consistently alienated (81). The education system developed by Italian doctor and educator Maria Montessori offers a proven and effective form of education that creates problems that arouse her students to increase their desire to learn rather than discourage her.

Freire presents two main problems with the banking concept. The first is that the concept of banking does not require the student to be cognitively active. The purpose of the student is to simply preserve and repeat the information, not to understand it. This prevents students from being creative, destroys their interest in the topic and turns them into passive students who do not understand or believe what is being taught, but accept and repeat it because they have no other choice. The second and most exciting consequence of the banking concept is that it gives tremendous strength to those who choose what is taught to suppress those who must learn and accept it. Freire explains that the problem is that the teacher has all the keys, has all the answers and thinks about everything. The Montessori approach to education does just the opposite. Students seem to think and solve problems until they come to their own conclusions. Teachers simply help guide students, but do not tell them what is right or wrong or how the problem can be solved.

In the Montessori system, even if the student finds a way to solve a problem that is slower or less efficient than the standard mechanical method of solving the problem, the teacher will not interfere in the student process because in that way the student learns to find solutions and think about creative ways to work. on various problems.
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The education system in the United States, especially from elementary to high school, is almost identical to the banking approach to education described by Freire. In high school, most students work in classrooms and taking notes. They are then assessed according to how well they complete the task and projects and finally assessed to show that they can reproduce or use the knowledge they have learned. Most of the time, students are just recipients of information and are not involved in knowledge creation. Another way that the American education system is in fact identical to the banking education system is the rating system. Students' grades primarily reflect how they followed the teacher's ideas and their willingness to follow instructions. Grades reflect obedience to authority and a willingness to do what is said to be more than intelligence, an interest in teaching, or an understanding of the subjects being taught. For example, in a government semester in the United States, a student who disagrees that representative democracy is superior to any other form of government will have a worse performance than.

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