In Teaching method of the Abused, Paulo Freire discusses what he calls the financial arrangement of education. In the financial framework the understudy is viewed as an article in which the teacher should put data. The understudy has no obligation regarding cognizance of any kind; the understudy should just retain or disguise what the teacher advises that person. Paulo Freire was especially against the financial framework. He contended that the financial framework is an arrangement of control and not a framework intended to effectively teach. In the financial framework the teacher is intended to form and change the conduct of the understudies, here and there in a way that nearly takes after a battle. The teacher attempts to compel data down the understudy’s throat that the understudy may not accept or think often about.
This cycle in the long run leads most understudies to disdain school. It additionally drives them to foster an obstruction and a contrary mentality towards learning as a rule, to where a great many people will not look for information except if it is needed for a grade in a class. Freire believed that the best way to have a genuine education, in which the understudies take part in perception, was to transform from the financial framework into what he characterized as issue presenting education. Freire portrayed how an issue presenting educational framework could work in Teaching method of the Persecuted by saying, Understudies, as they are progressively presented with issues identifying with themselves on the planet and with the world, will feel progressively tested and obliged to react to that test. Since they catch the test as interrelated to different issues inside a complete setting not as a hypothetical inquiry, the subsequent cognizance will in general be progressively basic and hence continually less alienated81. The educational framework created by the Italian doctor and instructor Maria Montessori presents a tried and compelling type of issue presenting education that drives its understudies to expand their longing to learn instead of repressing it.
Freire gives two significant issues the financial Jonathan P. Ullmer. The first is that in the financial idea an understudy isn’t needed to be psychologically dynamic. The understudy is intended to just remember and rehash data, not to get it. This hinders the understudies’ innovativeness, obliterates their premium in the subject, and changes them into aloof students who don’t comprehend or accept what they are being educated however acknowledge and rehash this is on the grounds that they have no other choice. The second and more emotional outcome of the financial idea is that it gives a huge capacity to the individuals who pick what is being instructed to persecute the individuals who are obliged to learn it and acknowledge it. Freire clarifies that the issues lies in that the teacher holds all the keys, has every one of the appropriate responses and does all the reasoning. The Montessori way to deal with education does the specific inverse. It causes understudies to do all the reasoning and critical thinking with the goal that they come to their own end results. The teachers basically assist with directing the understudy; however, they don’t mention to the understudy what is valid or bogus or how an issue can be addressed.