A Quote by Paulo Freire
Education must begin with the solution of the student-teacher contradiction, by reconciling the poles of the contradiction so that both are simultaneously teachers and students.
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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.
Through dialogue, the teacher-of-the-students and the students-of-the-teacher cease to exist and a new term emerges: teacher-student with students-teachers.
One must live in the middle of contradiction, because if all contradiction were eliminated at once life would collapse.
To improve our schools, we have to humanize them and make education personal to every student and teacher in the system. Education is always about relationships. Great teachers are not just instructors and test administrators: They are mentors, coaches, motivators, and lifelong sources of inspiration to their students.
Teachers teach and students educate. Students are the only true educators. Historically, every other method of education has failed. Education occurs when students get excited about learning and apply themselves; students do this when they experience great teachers.
Don't try to fix the students, fix ourselves first. The good teacher makes the poor student good and the good student superior. When our students fail, we, as teachers, too, have failed.
For Americans the contradiction between national ideal and social fact required explanation and correction. Ultimately this contradiction did not lead to the abandonment of the ideal of equal opportunity but rather to its postponement: to the notion of achieving for the next generation what could not be achieved for the current one. And the chief means to this end was a brilliant American invention: universal, free, compulsory public education. This "solution" was especially important for children and families because it gave children a central role in achieving the national ideal.
After the countrywide victory of the Chinese revolution and the solution of the land problem, two basic contradictions will still exist in China. The first is internal, that is, the contradiction between the working class and the bourgeoisie. The second is external, which is the contradiction between China and the imperialist countries. Consequently, after the victory of the people's democratic revolution, the state power of the people's republic under the leadership of the working class must not be weakened but must be strengthened.
Suppose a student of mine writes in her exam that "morality is completely relative to culture, so nothing is absolutely right or wrong. Because of that, it is absolutely wrong to be culturally intolerant". This student, if she believes what she writes, believes a contradiction. She ought not to believe the contradiction - it's a basic epistemic norm. This is true even if she can't avoid believing it - no amount of studying will show her the light.
Everything about me is a contradiction, and so is everything about everybody else. We are made out of oppositions; we live between two poles. There's a philistine and an aesthete in all of us, and a murderer and a saint. You don't reconcile the poles. You just recognize them.
Reality is the apparent absence of contradiction. The marvelous is the eruption of contradiction within the real.
The contradictions the mind comes up against, these are the only realities, the criterion of the real. There is no contradiction in what is imaginary. Contradiction is the test of necessity.
To arrive at a contradiction is to confess an error in one's thinking; to maintain a contradiction is to abdicate one's mind and to evict oneself from the realm of reality.
Just as we're all students throughout life, we're all teachers. In fact, we learn best by offering what we desire for ourselves to as many individuals as we can, as frequently as we can.....Following this line of thinking, it's imperative that we make deliberate effort to increase our inspirational energy, as this will lead us to being both a spiritual learner and teacher simultaneously.
The state is based on this contradiction. It is based on the contradiction between public and private life, between universal and particular interests. For this reason, the state must confine itself to formal, negative activities.
Differentiated Instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences. Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students' varying readiness levels, learning preferences, and interests. Therefore, the teacher proactively plans a variety of ways to 'get it' and express learning.
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