• Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other. (Freire, 2005, pg 72)

• Unfortunately, those who espouse the cause of liberation are themselves surrounded and influenced by the climate which generates the banking concept, and often do not perceive its true significance or its dehumanizing power (Freire, 2005, pg 76)

• Problem-posing education, as a humanist and liberating praxis, posits as fundamental that the people subjected to domination must fight for their emancipation. To that end, it enables teachers and students to become Subjects of the educational process by overcoming authoritarianism and an alienating intellectualism; it also enables people to overcome their false perception of reality (Freire, 2005, pg 86)

• 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 Pard and what Para means for Brazil (Freire, 2005, pg 71)

“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.”(Freire, pg. 73)

“In the field of natural knowledge, the student must ultimately make up his own mind in the light of natural reason, but until he is able to do that finally he should try to get all the help he can from those who offer to teach him.” (Adler, 1989, p.24)
“Docility is needed, therefore, to dispose him to seek and to use such help wisely and well.” (Adler, 1989, p.24)

“We cannot be instructed by our peers, or at least not in the respects in which there is peerage or equality in knowledge. Unless the teacher has an authority which comes from greater knowledge or skill, he cannot justly be our master, nor need we be docile as his students.” (Adler, 1989, p.24)

"Authority and docility will be combined in him, for he is both a teacher of those who know less than himself and a s student of the masters of his subject matter. One might even guess that there will be a certain proportion between his attainment of authority and his exercise of docility." (Adler, 1989, 26)

“Hence, education in philosophy is a good field for the examination of the relation between docility and history.” (Alder, 1989, p. 31).

"Teachers are usually the product of the educational system in which they serve in their turn." (Adler, 1989, 30)

“Other critics have wondered whether the paraphernalia of historical scholarship can be so cavalierly dispensed with. The program of getting the tradition to reveal its secrets by going directly to the books seems to underestimate the importance of the philological approach to past cultures.” (Adler, 1989, p.29)

“Anyone who has done any thinking, even a little bit, knows that it is painful. It is hard work—in fact the very hardest that human beings are ever called upon to do” (Adler,1989, pg.35).

“But what I do not know is whether it can ever do what the best teachers have always done and must now be doing; namely, to present programs which are genuinely educative, as opposed to merely stimulating, in the sense that following them requires the listener to be active not passive, to think rather than remember, and to suffer all the pains of lifting himself up by his own bootstraps” (Adler,1989, pg.36).