Montessori vs. Traditional Learning Structure

In many situations, many students, nowadays, are confronted with some, “Banking Concept of Education Learning. I believe that the key to success in learning must be obtain thru a moderation of, “Banking Concept Learning and” Liberation.” I think for my first essay I am going to write about two different ways of learning, the Montessori and Traditional learning structure. Montessori is the equivalent of Paulo Freire’s, “Liberating Education.” It offers the student in Montessori the liberation from the oppression of classroom slavery which is the next great social cause and the method is to have the beginning of the end of such slavery. The key is to cultivate a child’s internal motivation and then to “follow the child” rather than to use external motivation to force a child to do things that are not natural to them. Freire describes Liberating education as acts of cognition, not transferals of information. It is a learning situation the cognizable object intermediates the cognitive actors-teacher on one hand and students on the other. The Problem-Posing education as describe by Freire as, “The Practice of Freedom,” is also similar with Montessori. Children work independently and at self-pace by interacting between teacher and student thru dialogue. Montessori is truly committed to liberation by rejecting the, “Banking Concept of Education Learning, in which is perfectly acceptable but some “Banking,” must remain in order to maintain focus and control to defer chaos and undirectional structure that can lead to learning failure.
Traditional learning in a classroom setting goes hand in hand with, “Banking Concept Learning.”
The classroom is set with rows of either tables or desks facing the chalk board where students sit and awaits for the teacher to transmit the information. The students are expected to