"Intelligence is created, is constructed, it is not received...
[we construct] intelligence through the struggle to comprehend and change the world."
[we construct] intelligence through the struggle to comprehend and change the world."
He believed that teaching should be a process of bafflement, interruption, and disruption.
He believed that educators should not be viewed as technicians—but rather as community researchers, moral agents, philosophers, cultural workers, and political insurgents.
Education is always political, and educator are always political operatives. Teaching is a political act. Paolo argued that teachers should embrace this dimension of their work, and position social, cultural, economic, political, and philosophical critiques of dominant power at the very heart of the curriculum.
Being in the world is also about changing it, with a righteous anger.
SHORT DOCUMENTARY
He believed that educators should not be viewed as technicians—but rather as community researchers, moral agents, philosophers, cultural workers, and political insurgents.
Education is always political, and educator are always political operatives. Teaching is a political act. Paolo argued that teachers should embrace this dimension of their work, and position social, cultural, economic, political, and philosophical critiques of dominant power at the very heart of the curriculum.
Being in the world is also about changing it, with a righteous anger.
SHORT DOCUMENTARY
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