In Pedagogy from the Oppressed, Paulo Freire discusses what he calls the banking system of your practice. Within the banking system a student is viewed as an item where the teacher must place information. A student doesn’t have responsibility for cognition of any type a student must simply commit to memory or internalize exactly what the teacher informs her or him. Paulo Freire was greatly against the banking system. He contended the banking product is a method of control and never a method designed to effectively educate. Within the banking system the teacher is supposed to mold and alter the behaviour from the students, sometimes in a manner that almost resembles a battle. The teacher attempts to pressure information lower the student’s throat the student might not believe or worry about.
This method eventually leads most students to dislike school. Additionally, it leads these to create a resistance along with a negative attitude towards learning generally, enough where many people will not seek understanding unless of course it’s needed for any grade inside a class. Freire believed that the only method to possess a real education, where the students participate in cognition, ended up being to vary from the banking system into what he understood to be problem-posing education. Freire described the way a problem-posing educational system perform in Pedagogy from the Oppressed by saying, “Students, because they are more and more posed with problems associated with themselves on the planet along with the world, will feel more and more challenged and obliged to reply to that challenge. Simply because they apprehend the task as interrelated with other problems inside a total context less a theoretical question, the resulting comprehension is commonly more and more critical and therefore constantly less alienated”(81). The academic system produced by an italian man , physician and educator Maria Montessori presents a tested and efficient type of problem-posing education leading its students to improve their need to learn instead of inhibiting it.
Freire presents two major issues with the banking concept. The first is the fact that within the banking concept students isn’t needed to become cognitively active. A student is supposed to simply commit to memory and repeat information, to not comprehend it. This inhibits the students’ creativeness, destroys their curiosity about the topic, and transforms them into passive learners that do not understand or believe what they’re being trained but accept and do it again because other product other option. The 2nd and much more dramatic results of the banking concept is it gives a massive capacity to individuals that like what’s being trained to oppress individuals who’re obliged to understand it and accept it. Freire explains the problems is based on the teacher holds all of the keys, has all of the solutions and does all of the thinking. The Montessori method of education will the complete opposite. It can make students do all of the thinking and problem-solving so they get to their very own conclusions. The teachers simply help guide to a student, but they don’t tell a student what’s true or false or the way a issue will be solved.
Within the Montessori system, even when students finds a method to solve an issue that’s slower or not as effective as a typical mechanical method of solving the issue, the teacher won’t intervene using the student’s process as this way a student learns to locate solutions by themself or herself and also to consider creative methods to focus on different problems.
The academic system within the U . s . States, especially from elementary school towards the finish of highschool, is nearly like the banking method of education that Freire described. During senior high school the majority of what students do is sit inside a class and take notes. They’re then graded about how well they complete homework and projects and lastly they’re tested to exhibit that they’ll reproduce or make use of the understanding that was trained. More often than not the scholars are just receptors of knowledge plus they take no part in the development of understanding. Another means by that the U.S. education product is practically like the banking system of your practice may be the grading system. The grades of scholars mostly reflect just how much they adhere to the teacher’s ideas and just how much they are prepared to follow directions. Grades reflect submission to authority and also the readiness to complete what’s told greater than they reflect a person’s intelligence, curiosity about the category, or knowledge of the fabric that’s being trained. For example, inside a government class within the U . s . States students who not agree that the representative democracy surpasses every other type of government is going to do worse than the usual student who simply accepts that the representative democracy is preferable to an immediate democracy, socialism, communism, or any other type of social system. The U.S. education system rewards individuals who accept what’s being trained and punishes individuals who don’t.