Ten pages in two hours.

I apologize in advance if what I get from the text isn't what Freire is trying to say at all. What I get from his quotes makes sense to me, so...

1. pg. 69, paragraph 1
-Students should not always take things at face value. Students should not know facts just because they are what they are but, rather, students should know why certain truths are facts and the implications of said facts. For example, one can know that Mexico City is the capital of Mexico. However, good students should know that its history as a capital dates back to when it was Tenochtitlan before the Spanish conquered it and also that it still stands as the nation's capital due to its vast importance culturally, economically, and industrially - that is, a good student should know these facts as long as the topic of Mexico and its capital is being taught in class.
"The student records, memorizes, and repeats these phrases without perceiving what four times four really means, or realizing the true significance of 'capital' in the affirmation 'the capital of Para is Belem,' that is, what Belem means for Para and what Para means for Brazil.""

2. pg. 69, paragraph 3
-Students must not be resigned to what they are taught. In other words, students must be able to question ideas or at least contribute to the evolution of past ideas and not accept them blindly. In this way, new ideas or ways of thought can be created in addition to new ways of understanding ideas old and new alike. To accept ideas just because an instructor or anyone in a position of power says that they should be accepted is to forfeit creativity and individuality, a cardinal sin in Freire's eyes. Another way of saying this in broader terms would be that the day man stops questioning humanity is the day humanity ends.
"Knowledge emerges only through invention and reinvention, through the restless, impatient, continuing, hopeful inquiry men pursue the world, with the world, and with each other."

3. pg. 69, paragraph 4-5
-Students should not be resigned to be just students, or to just be people whose only reason to attend class is so that they can learn from the teacher. Rather, students should simultaneously be students and teachers, that is to say that students should actively participate in class and give different perspectives on the subjects they are learning about. In this way, students can actually teach others who would otherwise miss out on certain perspectives or ways of thought.
"The students, alienated like the slave in the Hegelian dialectic, accept their ignorance as justifying the teacher's existence - but, unlike the slave, they never discover that they educate the teacher...Education must begin with the solution of the teacher-student contradiction, by reconciling the poles of the contradiction so that both are simultaneously the teachers and students."

4. pg. 70, paragraph 4
-Students should never forget that they are a part of what is being taught and that the knowledge or the insights they may have on a subject can still be valid even if it is not covered in the curriculum.
"The truth is, however, that the oppressed are not 'marginals,' are not men living 'outside' society. They have always been 'inside' - inside the structure which made them 'beings for others.' The solution is not to 'integrate' them into the structure of oppression but to transform that structure so that they can become 'beings for themselves.' "

5. pg. 71, paragraph 3
-While a hierarchy in the classroom can exist, it should be subtle. Therefore, students should not feel any higher or lower than the person who is teaching them. Both the students and the teacher should feel like they are in the class together, working towards understanding ideas cooperatively as opposed to being fed ideas or concepts. In other words, teachers and students should be partners.
"From the outset, [the educator's] efforts must coincide with the students to engage in critical thinking thinking and the quest for mutual humanization. His efforts must be imbued with a profound trust in men and their creative. To achieve this, he must be a partner of the students in his relations with them."

6. pg. 72, paragraph 4
-Students must not allow their instructors to think for them. Many concepts similar to this is touched upon by Freire many times, but here he says it outright. To think truly and to really induce thought, one must think for his or herself. Similarly, one must not force his or her thoughts on others. This is not to say that one should not present his or her ideas, as to present and to force are very different things. A student's mind must always be open, but not open to the point where things are swallowed without judgment.
"The teacher's thinking is authenticated only by the authenticity of the student's thinking. The teacher cannot think for his students, nor can he impose his thought on them."

7. pg. 73, paragraph 4
- Students must not allow themselves to feel alienated. This ties into Point #4 in that they must not allow the subject being taught to them to be thought of as completely alien and they must also not be under the impression that the only way they can be taught a subject is through a teacher. To "liberate" thought, subjects must be able to be tied into a student's background, personal experience, or other subjects a student may know about. When a student only thinks about a subject in the way the teacher described it to him or her, the student has failed.
"But one does not liberate men by alienating them. Authentic liberation - the process of humanization - is not another deposit to be made in men.

8. pg. 73, paragraph 5
-Students must allow the subject matter to challenge the way they think. They must allow new ideas to be considered, understood, and related in context to their own ideas. This point also deals with keeping an open mind. The student must constantly be thinking about the questions, contradictions, similarities, and differences new ideas and concepts pose without either dismissing or accepting them outright. Students must exhibit active learning.
"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."

9. pg. 74, paragraph 2
-The roles of teachers and students must be similar. In other words, teachers and students should not be separate entities. Rather, they must be very similar in purpose, in which I mean to say they must both be receptive to new ideas and be able to provoke new ideas. In this way, learning comes in many forms from many different sources.
"Through dialogue, the teacher-of-the-students and the students-of-the-teacher cease to exist and a new term emerges: teacher-students with students-teacher. 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."

10. pg. 75, paragraph 2
-Students must not only allow subjects to challenge them but allow themselves to respond to such challenges. What I mean to say is if a subject challenges a student, he or she must not give up on the subject. They should not always accept a subject just because it challenges their previous thoughts and they also should not give up on a challenging thought because it is simply too challenging. When wrestling with an idea, students must go to others to help them understand these ideas and allow others, whether it be another student or the teacher him or herself, to help them understand it.
"Students, as they are increasingly posed with problems relating to themselves in the world and with the world, will feel increasingly challenged and obliged to respond to that challenge."

11. pg. 75-76, paragraph 6 pg 75/paragraph 1 pg 76
-Students should always, always be aware of the things around them. Pay attention to the details. Do not allow something to go unnoticed just because it is always there. Question, observe, understand supposedly mundane or regular occurrences. Appreciate and understand why, how, and what they are what they are. These little, seemingly unimportant things can help students understand certain concepts better.
"As men, simultaneously reflecting on themselves and on the world, increase the scope of their perception, they begin to direct their observations towards previously inconspicuous phenomena...That which had existed objectively but had not been perceived in its deeper implications (if indeed it was perceived at all) begins to "stand out," assuming the character of a problem and therefore of challenge. "


12. pg. 77, paragraph 1
-Students must understand that education is constantly reforming and that they can be a part of its evolution. Education is not something to be seen as static; rather, it is almost an entity within itself, one that is under extreme influence from those inside of it - the teachers and students. Students can contribute to education just as much as a teacher or instructor can. This point and subject is explored many times in Freire's essay.
"Education is thus constantly remade in the praxis. In order to be, it must become."