The Quest for an Innovative Title... Failed.

• The process of learning isn't something static. The world, and by extension, people, is a living, changing thing with boundless possibilities of connections. "Knowledge emerges only though invention and reinvention, through the restless, impatient, continuing, hopeful inquiry men pursue in the world, with the world, and with eachother" (69, Richter, 4th paragraph).
• The process of teaching is one of learning as well; teaching is a two-way channel, one in which authority figures aren't supposed to know everything."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" (69, Richter, 6th paragraph).
• Teachers with a conservative view of the teaching process are suppressing creativity and defying the fact that the world is changing. "The capability of banking education to minimize or annul the students' creative power and to stimulate their credulity serves the interests of the oppressors, who care neither to have the world revealed nor to see it transformed" (70, Richter, 2nd paragraph)
• In order to be a truly effective teacher, one must seek to change the world, witness the change going on and trust people to think for themselves. "But the humanist, revolutionary educator cannot wait for this possibility to materialize. ... His efforts must be imbued with a profound trust in men and their creative power" (71, Richter, 4th paragraph).
• Sheltered forms of education provide people with ill-prepared ways to face the world. "The educated man is the more adapted man, because he is better 'fit' for the world" (72, Richter, 1st paragraph).
• Education, when put in the wrong hands, can sway an entire society away from critical thinking until few are able to think for themselves. "The more completely the majority adapt to the purposes which the dominant minority prescribe for them (thereby depriving them of the right to their purposes), the more easily the minority can continue to prescribe" (72, Richter, 2nd paragraph).
• When people aren't taught how to think for themselves, they turn to leaders who they think they choose by choice, but in actuality they're simply subjecting themselves to a similar form of oppression."Populist manifestations perhaps best exemplify this type of behavior by the oppressed, who, by identifying with charismatic leaders, come to feel that they themselevs are active and effective" (73, Richter, 2nd paragraph)
• The only way to be truly aware of the world is by learning and learning by teaching. "Whereas banking education anesthetizes and inhibits creative power, problem-posing education involves a constant unveiling of reality" (75, Richter, 1st paragraph).
• Thinking critically and learning how to l;earn is the only way to be truly, tangibly connected with the world. "Thus, men begin to single out elements from their 'background awarenesses' and to reflect upon them. ... 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" (76, Richter, 1st and 2nd paragraphs).
• Because, as we know, society itself is by nature flawed, we shouldn't be opposed to wishing to improve and bend it to our will. "Problem-posing education affirms men as beings in the process of becoming- as unfinished, uncompleted beings in and with a likewise unfinished reality" (76, Richter, 4th paragraph).
• Education, like most things, is living, breathing, changing. "Education is thus constantly remade in the praxis. In order to be, it must become" (77, Richter, 2nd paragraph).
• The world can only be changed once we've learned to connect with it. "The point of departure of the movement lies in men themselves. But since men do not exist apart from the world, apart from reality, the movement must begin with the men-world relationship" (77, Richter, 4th paragraph).