- Pg 69: Paragraph 3;
As student's we are supposed to question our instruction. We are supposed to ask questions and learn from them. We need to investigate in order to learn.
"For apart from inquiry, apart from the praxis, men cannot be truly human. Knowledge emerges only through invention and reinvention." - Pg 69: Paragraph 5;
As students we must learn, and we must teach. There must not be solely a teacher and solely a student. Teachers must also still be students.
"Education must begin with the solution of the teacher student contradiction, by reconciling the poles of the contradiction so that both are simultaneously teachers and students." - Pg 71: Paragraph 3;
Teachers must question and inquire just as the students do. They must do what they ask their students to do. (Gabe, where are your blog entries?)
"But the humanist, revolutionary educator...must engage in critical thinking and the quest for mutual humanization... he must be a partner of the students in his relations with them." - Pg 72: Paragraph 3;
There must be communication in classrooms. Students must be able to communicate with other students, teachers with students, and teachers with other teachers.
"Solidarity requires true communication." - Pg 72: Paragraph 4;
Students must form their own opinions. The educator must also not force opinions upon them.
"The teacher cannot think for his students, nor can he impose his thought on them." - Pg 73: Paragraph 6;
Education systems must not allow students to be force fed facts. Instead they must treat students as people and inform them of the world around them. Then they can form their own opinions and actively contribute to society.
"Those truly committed to liberation must reject the banking concept in its entirety, adopting instead a concept of men as conscious beings, and consciousness as consciousness intent upon the world. They must abandon the educational goal of deposit-making and replace it with the posing of the problems of men in their relations with the world." - Pg 74: Paragraph 2;
Students must be allowed to talk in class. Through dialogue everybody learns including the educator, who is also a student. This causes improvement of the whole institution.
"The teacher is no longer merely the-one-who-teaches, but one who is himself taught in dialogue with the students, who in turn while being taught also teach." - Pg 76: Paragraph 2;
Students and teachers must act upon what they learn. They have the power of change. The world is constantly changing and students and teachers must act upon it.
"In problem-posing education, men develop their power to perceive critically the way they exist in the world with which and in which they find themselves; they come to see the world not as a static reality, but as a reality in process, in transformation." - Pg 76: Paragraph 4;
Students and teachers must be open-minded. They have to be willing to accept new ideas and to look at things in new ways. This causes people to better themselves.
"Problem-posing education affirms men as beings in the process of becoming- as unfinished, uncompleted beings in and with a likewise unfinished reality... In this incompletion and this awareness lie the very roots of education as an exclusively human manifestation." - Pg 77: Paragraph 6;
We must work together. Students and teachers must work as one. Only then can we fully achieve a unanimous human state with equal amounts of "human-ness."
"This movement of inquiry must be directed towards humanization- man's historical vocation. The pursuit of full humanity, however, cannot be carried out in isolation or individualism, but only in fellowship and solidarity; therefore it cannot unfold in the antagonistic relations between oppressors and oppressed."
As you can tell, it's late. I'm ready to sleep. Also, does anybody else think the bottom paragraph on page 71 sound a little "trippy" to you? I'm just saying...
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