The Montessori Education System and the Desire to Learn

The Montessori Education System and the Desire to Learn

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Much like the story that often continues from the primitive times about the education system and mostly ‘how’ to educate, there were important figures who expressed their thoughts concerning education and the quality of education. One of these figures was Paulo Freire, who out-rightly opposed the mainstream notion of teaching where the teacher would impose his or her thoughts on the student, thereby making the use of education completely wasteful.

Most importantly, in these cases, the students become almost indifferent to learning, and education suddenly becomes something that simply has to be done to set a future. There is not much will in the student to look forward to good quality education or even consider that education level to exist in high schools. To this, Freire had put forth a well-developed school of thought, and this he named the ‘problem-posing’ situation. This proposed a rather practical educational front. The child would directly come to terms with certain challenges faced in the education system and deal with them directly instead of being told how to solve certain situations that might not be an efficient illustration of reality. This is something that Maria Montessori picked up and brought out a rather effective form of education. Quality was not compromised by the imposition of knowledge but on the student’s desire to develop an interest in problem-solving situations.


Going back to the ‘banking’ system of education that Freire focussed on, there were two problems with that kind of teaching. Firstly, the student’s ability to actually apply their cognitive abilities was almost negligent in this case, since knowledge was not something they gathered but something they were told by their teachers. This gives birth to the concept of rote learning, something that completely switches of the creative mind of the child. The other problem this poses is that the teachers (in this case, people who impose this knowledge) can mold their learning and teachings in their own ways and can make the people learn what they want them to learn. This poses a threat to the child’s ability to oppose or even criticize certain ideas and notions. This is something that is not seen in Montessori education. This is because the problem here is that the teacher gives the student the liberty to find their way through the problem and not make an obstacle in the way of the student’s progress.

Much like the banking system, the US schools have also molded their education in the same form. The students cannot think wisely or make their own amends, as the education is downright given to them without the opportunity to actually gain or self-develop some knowledge. The situation has become a probable cause for actually not performing well in classes, and basically joining the same race with everyone else, and not having any will to perform well enough.

Alongside this, being able to have free-willed thinking is something that US education fails to provide. But Montessori education, as a fact, makes sure that it creates that environment where the children not only gather knowledge on their own but also find a way through solving problems. The workload is also something they manage because all the education they get is entirely based on their pace and time. Their interests, ideas, and so on are also expressed in the process.

The most crucial thing about this is the relationship between the child, the environment, and the adult that the child has to deal with around them. This type of education also makes it easier for the child to understand, adjust to situations, and constantly change in good ways. On the other hand, it is also the adult’s role in this ass any kind of judgment and makes it a bad experience for the child. The point is to actually help them grow. E&O has all of the above already planned and is working hard towards making sure that all of what Montessori tried to portray actually came true.

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