Education

Name
Teacher’s name
Course
Date
Education
Montessori Method
A major goal of the Montessori education system is to advocate for a toddler’s natural inclination in learning. The teachers have the responsibility of providing guidance as opposed to instructions. This factor ensures that the child is linked to the activities that cater for their interests, unique needs as well as development pace (“Montessori Education – Child-Centered Education | American Montessori Society”).
There exists an interest in humanity whereby one may want the educator to share an intimate relationship between the observer and the one who is being observed. In other words, a relationship is founded between the student and the factor that they are studying. For this method to become successful, the student must have some self-sacrifice. The Montessori Method caters for the inner spirit of the child. The freedom of one’s spirit is emphasized upon from a religious point of view. An example is to consider a personal attitude of a teacher who has studied sciences in botany and zoology. This means that traveling to places to study certain aspects in their natural environment has been carried out. After the survey of the aspects, further studies are conducted by the use of a microscope and other lab appliances to cater for the molecular aspects of the phenomena. The logical results of a material application of scientific methods to decadent schools play a critical role. Combining spinal curvatures amongst the pupils alters the kind of work that they may produce which therefore ensures that they are obliged to stay in given positions only for the needed amount of time.

The method is liberal according to school requirements. Children are bound to absorb knowledge from their personal surroundings. They are enabled a degree of freedom that encourages them to follow their interests and eventually teach themselves given lessons.
The uses of diversity
The subject of diversity integrated into schools amongst the public education systems has become boring over the past years. Diversity, in this case, has only mocked reality as opposed to the expectations it holds. There fails to exist diversification in all the schools where is supposedly meant to be catered. It has become a cover up for numerous situations whereby its application would naturally become impossible. An agreed convention found in written press that caters for the non-usage of terms such as “racial segregations” has been approved to avoid its use (Kozol, 73-86). The reality of urban schools in the public sector, as well as the isolation of given students, is among Kozol’s concern in his article of diversity.
Unequal attention is granted among the urban and suburban school systems. Institutional discrimination, as well as a failure of catering to the needs of students belonging to the minority, is another issue raised by Kozol. Inequalities of the title exist while other institutions have higher chances of obtaining sufficient funding in comparison to the other schools in the poor minority-centred neighborhoods. In a nutshell, he brings forth a point that although schools are public and separate, inequality amongst them still exists. As for the suburban schools, a majority of the student are white which has made them superior to the urban schools which host the Hispanics and African American students as their majority. A result of this inequality is arrayed in the unparalleled integration in higher education and crime rates because the black and poor have become hopeless and fail in urban schools more than ever. He advocates for the equality of access to proper education for all people regardless of their race or social status (“Review of Kozol’s Article on Urban Public Schools: Education Article Analysis”).
The Mis-Education of the Negro
Among the most imperative concepts of Woodson’s concepts in miseducation of the Negro leans towards the failure of the education system to represent the history of the Negros in the schools. There exists a bitter knowledge that there is a scarcity of literature to cater such purposes in the schools. In other words, most of the books found in the schools offer little knowledge on the existence of Africans in America. The education system has failed to represent African American history and has countered this by offering little space for the subject. On a casual reference basis, Negros have been arrayed in menial and subordinate roles which are depicted by Woodson’s article as sub-human roles. The books in schools are also criticized for their stress of the civilization of the white man through their exposure of good fortune and slavery of the black people. The African backgrounds according to the books also revolve about derogatory statements in link with heathen and primitive qualities. At the same time, there is a failure to denote the contribution, skills and abilities of the African American people. The Negro is doomed to experience brainwashing into their acceptance of the inferior roles granted to them by the dominating race in the current school systems (Wesley, 1-2).
It is quite clear that according to Woodson and Kozol, there exists a dominant level of inequality and social factors in the education systems that impacts the students’ absorption of knowledge and information. Montessori provides a means as to how each student’s needs can be catered to discover and improve their abilities and skills.
Work cited
“Montessori Education – Child-Centered Education | American Montessori Society.” Amshq.org. N.p., 2016. Web. 8 Nov. 2016.
“Review of Kozol’s Article on Urban Public Schools.” 123HelpMe.com. 08 Nov 2016     <http://www.123HelpMe.com/view.asp?id=161750>.
Kozol, Jonathan. “The Uses of Diversity.” wiki spaces. N.p., 2007. Web. 8 Nov. 2016.
Wesley, Charles H. “The Mis-Education Of The Negro.” Historyisaweapon.com. N.p., 2016. Web. 8 Nov. 2016.