Liberating education consists in acts of cognition, not transferrals of information.
translated by Myra Bergman Ramos
Liberating education consists in acts of cognition, not transferrals of information.
translated by Myra Bergman Ramos
As we attempt to analyze dialogue as a human phenomenon, we discover something which is the essence of dialogue itself: the word. But the word is more than just an instrument which makes dialogue possible; accordingly, we must seek its constitutive elements. Within the word we find two dimensions, reflection and action, in such radical interaction that if one is sacrificed–even in part–the other immediately suffers. There is no true word that is not at the same time a praxis. Thus, to speak a true word is to transform the world.
translated by Myra Bergman Ramos
“Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry men pursue in the world, with the world, and with each other.
In the banking concept of education, knowledge is a gift, bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing. Projecting an absolute ignorance onto others, a characteristic of the ideology of oppression, negates education and knowledge as processes of inquiry.”
translated by Myra Bergman Ramos
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