In Pedagogy of the Oppressed, Paulo Freire talks about what he calls the banking system of schooling. At the banking system that the student is seen as an object where the teacher must place info.

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The student has no obligation for cognition of any sort; the pupil must simply decorate or decorate what the teacher informs him or her. Paulo Freire was very much compared to the banking system. He contended that the banking system is a system of control rather than a system meant to successfully educate. In the banking system that the teacher is meant to mold and change the behavior of their pupils, sometimes in a manner that almost looks like a struggle. The teacher attempts to induce information farther down the pupil’s throat the student may not think or care for.This procedure eventually leads most pupils to dislike college. Additionally, it leads them to develop a resistance and a negative attitude towards learning in general, to the point where most people won’t seek knowledge unless it is required to get a grade in a course. Freire believed that the only means to have a true education, where the students take part in cognition, would be to change in the banking system to what he described as problem-posing education. Freire described how a problem-posing instructional system may work in Pedagogy of the Oppressed by stating,”Students, as they’re increasingly introduced with problems relating to themselves in the world as well as the planet, will feel increasingly challenged and obliged to react to that challenge. Because they apprehend the struggle as compared to other issues within a entire context not as a theoretical question, the consequent comprehension tends to become increasingly critical and consequently always less alienated”(81). The educational system developed from the Italian physician and educator Maria Montessori presents a tested and efficient form of problem-posing education that leads its students to increase their desire to learn as opposed to inhibiting it.Freire presents two major problems with the banking concept. The first one is that in the banking concept a pupil isn’t required to become active. The pupil is intended to just memorize and repeat data, not to comprehend it. This inhibits the students’ creativity, destroys their curiosity about the subject, and transforms them into passive students who do not know or believe what they are being taught but take and repeat it because they have no other alternative. The second and more dramatic consequence of the banking idea is that it gives an enormous power to people who choose what is being taught to oppress people that are obliged to understand it and accept it. Freire explains the difficulties lies in that the teacher holds all the keys, gets all the answers and does all of the thinking. The Montessori method of education does the specific opposite. It makes pupils do all of the thinking and problem solving so that they arrive at their own conclusions. The teachers only help direct the student, but they do not inform the student what is true or false or the way the problem can be solved.At the Montessori system, even if a student finds a way to solve a problem that is much slower or less effective than a standard mechanical way of solving the issue, the instructor will not intervene with the student’s process because this way the pupil learns to find solutions by herself or himself and to consider creative ways to work on different problems.The educational system in the United States, notably from grade school to the end of high school, is almost identical to the banking approach to schooling that Freire described. They are then graded on how well they complete assignments and projects and finally they are analyzed to prove they can reproduce or use the understanding that was educated. Another manner in the U.S. schooling system is virtually indistinguishable to the banking system of instruction is the grading system. The levels of students mostly reflect how much they comply with the instructor’s ideas and how much they’re willing to follow directions. Grades represent entry to power and the willingness to do what’s told over they reflect the intelligence, interest in the class, or comprehension of the substance that is being educated. For instance, in a government class in the USA a student who does not concur that a representative democracy is superior to any other form of government will perform worse than a pupil who only accepts that a representative democracy is better than the direct democracy, socialism, communism, or another form of social system. The U.S. schooling system rewards those who agree with what’s being taught and punishes those who don’t.Furthermore, it discourages pupils from questioning and doing any thinking of their own. Due to the repetitive and insipid character of the education system, most pupils dislike high school, and if they perform well on their job, it’s merely for the purpose of obtaining a grade instead of learning or exploring a new thought.The Montessori Method urges kid based teaching, letting the students take control of their own schooling. Studies done on two groups of students of ages of 6 and 12 comparing those who learn at a Montessori to people who learn at a standard school environment reveal that despite the Montessori system having no grading system without a mandatory job load, it does as well as the standard system in both English and social sciences; nevertheless Montessori students do far better in math, sciences, and problem solving. The Montessori system allows for pupils to be able to explore their interests and curiosity freely. As a result of this the Montessori system pushes students toward the energetic pursuit of knowledge for enjoyment, meaning that pupils will want to learn and will learn about matters that interest them simply because it is enjoyable to do so.

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