water is overrated anyway

1. pg. 69, para: 2
Different sentence structures can make a statement mean so many different things. Simply telling someone a fact will not force them to understand or remember it. One man’s explanations are key to another’s explications.
“The outstanding characteristic of this narrative education, then, is the sonority of words, not their transforming power. ‘Four times four is sixteen; the capital of Para is Belem.’ 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, para:6
Just because traditional education set ups seem to have worked up till now, that does not mean that they are perfect. In reality, nothing should remain the same forever. Situations, relationships, roles, and even expectations have changed so much, that it is ridiculous to assume that the educational system does not need to change to keep up with things.
“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.”

3. Pg. 70, para:1
The students need to realize that the traditional schooling roles need to be changes as soon as possible. For until they start this “revolution” of sorts nothing will change.
“The more completely they accept the passive role imposed on them, the more they tend simply to adapt to the world as it is and to the fragmented view of reality deposited in them.”

4. Pg 72, para:3
No one can think the same thing. No one can be completely forced to think. It does no good, and it’s not thinking. People cannot be protected from knowledge. You can attempt to shelter people all you want, but eventually the truth in reality will come out.
“The teacher cannot think for his students, nor can he impose his thoughts on them. Authentic thinking, thinking that is concerned about reality, does not take place in ivory tower isolation, but only in communication.

5. Pg. 72, para: 7
Education should not be based on this oppressive, necrophilic controlling thinking. It should be based on communication and thinking in a sort of out of the box way. Students should not just adjust to the world around them, but they should force that world to adapt to them.
“Based on a mechanistic, static, naturalistic, spatialized view of consciousness, it transforms students into receiving objects. It attempts to control thinking and action, leads men to adjust to the world, and inhibits their creative power."

6. Pg. 73 para: 4
People should never learn how to adapt to oppression; it should be something they rebel against constantly. But the domination type of schooling that is way to common, only trains them to take what they are getting and not fight for anything more.
“Education as the exercise of domination stimulates the credulity of students, with the ideological intent (often not perceived by educators) of indoctrinating them to adapt to the world of oppression.”

7. Pg.72 para: 5
Because this “banking process” has been practiced for so long, it is possible that those who practice it do not realize how wrong it is. It is possible that in all actuality the educators that practice this method, truly believe it to be the best way to learn. And until that changes, nothing else will.
"Unfortunately, those who espouse the cause of liberating are themselves surrounded and influences by the climate which generates the banking concept, and often do not perceive its true significance or it dehumanizing power.”

8. Pg 73, para: 4
Freedom of thought is not necessarily something one can teach. One can learn the beliefs of others, and background information regarding all sorts of subjects. But they cannot learn how to form their own opinions. That is something they must learn on their own. It’s something that one can only learn by doing.
“Liberation is a praxis: the action and reflection of men upon their world in order to transform it.”

9. Pg. 77, para: 2
The world is ever-changing. Therefore the training that one receives to survive the world should be ever-changing as well. Unfortunately, in a lot of cases, this is not true. The same system has been being used for all time.
“Education is thus constantly remade in the praxis. In order to be, it must become. Its duration is found in the interplay of the opposites permanence and change.”

10. Pg.75, para: 3
Man is an emotional creature. Every small event that occurs in a man’s life effects the chain of events he will follow for the future. Education should not only not ignore this, but it should utilize it at all times. Emotions unlock interest, interest which leads to understanding.
“Education as the practice of freedom- as opposed to education as the practice of domination- denies that man is abstract, isolated, independent, and unattached to the world.”