A Quote by Paulo Freire

The role of the educator is one of tranquil possession of certitude in regard to the teaching of not only contents but also of 'correct thinking.' — © Paulo Freire
The role of the educator is one of tranquil possession of certitude in regard to the teaching of not only contents but also of 'correct thinking.'
As an educator, I try to get people to be fundamentally curious and to question ideas that they might have or that are shared by others. In that state of mind, they have earned a kind of inoculation against the fuzzy thinking of these weird ideas floating around out there. So rather than correct the weird ideas, I would rather them to know how to think in the first place. Then they can correct the weird idea themselves.
Sometimes, the Censor Board is observed taking a lenient view with regard to certain explicit contents, which should be restricted, on screen. The board should be strict in curbing such contents.
I think we may very well, in many areas, get likelihood, but not certitude. We don't want certitude anyway, do we?
The use of neuroscientific data to help resolve phenomenological questions is proving a common theme in much contemporary thinking about the mind. How rich are the contents of visual perception? Does vision only tell us about shapes and colours, or does it also represent higher categories like lemon or umbrella?
Experiences in order to be educative must lead out into an expanding world of subject matter, a subject matter of facts or information and of ideas. This condition is satisfied only as the educator views teaching and learning as a continuous process of reconstruction of experience.
Every good educator knows that true teaching is to teach kids how to ask the right questions.
There is no other possibility for possessing certitude with regard to one's life apart from self-abandonmen t, in a continuous crescendo, into the hands of a love that seems to grow constantly because it has its origin in God.
If you are thinking, you can't understand Zen. Anything that can be written in a book, anything that can be said - all this is thinking . . . but if you read with a mind that has cut off all thinking, then Zen books, sutras and Bibles are all the truth. So is the barking of a dog or the crowing of a rooster. All things are teaching you at every moment, and these sounds are even better teaching than Zen books.
Knowledge is the reward of action. For it is by doing things that one becomes transformed. Executing a symbolical gesture, actually living through, to the very limit, a particular role, one comes to realize the truth inherent in the role. Suffering its consequences, one fathoms and exhausts its contents.
We live in a world in which data convey authority. But authority has a way of descending to certitude, and certitude begets hubris.
It has been said that the essence of teaching is causing another to know. It may similarly be said that the essence of training is causing another to do. Teaching gives knowledge. Training gives skill. Teaching fills the mind. Training shapes the habits. Teaching brings to the child that which he did not have before. Training enables a child to make use of that which is already his possession.
As security or firewall administrators, we've got basically the same concerns [as plumbers]: the size of the pipe, the contents of the pipe, making sure the correct traffic is in the correct pipes, and keeping the pipes from splitting and leaking all over the place. Of course, like plumbers, when the pipes do leak, we're the ones responsible for cleaning up the mess, and we're the ones who come up smelling awful.
How can I be an educator if I do not develop in myself a caring and loving attitude toward the student, which is indispensable on the part of one who is committed to teaching and to the education process itself.
If one reads a newspaper only for information, one does not learn the truth, not even the truth about the paper. The truth is that the newspaper is not a statement of contents but the contents themselves; and more than that, it is an instigator.
Even though I have this solid career in picture books, I've not only been thinking about kids - because I don't think that much about children; I'm not a child educator; I'm just a former child.
The year is always correct, also the month, only the day can be another. But that occurs to me only in the moment of writing it down.
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