Generally in life, knowledge is acquired to be used. But school learning more often fits Freire's apt metaphor: knowledge is treated like money, to be put away in a bank for the future.
All our children's hopes and dreams turn to ashes in exam papers - their delicate baby wings crack under the weight of books - the classroom ends up as prison and to dream becomes a criminal offence. This is not education, this is bestiality.
Pedagogy is always about power, because it cannot be separated from how subjectives are formed, desires mobilized, how some experiences are legitimized and others are not, or how some knowledge is considered acceptable while other forms are excluded from the curriculum.
To create a community where faith matters not just in theory but in reality, faith has to be a public value, not just a private one.
Learning without thought is labour lost; thought without learning is perilous.
School has become the world religion of a modernized proletariat, and makes futile promises of salvation to the poor of the technological age.
The purpose of education should be to nourish and strengthen a student's capacity, not to force-feed all students the same material, till they either pass some baseless test, or drop out of education altogether, - or commit suicide.
In an organic model of education, the purpose of teaching should be to give students the tools to recognize their own unique interest without feeling judged, and once they've recognized it, to prepare them to be excellent at it.
Pedagogy is political
Teachers teach less than they know; students learn more than they are taught; the difference is real education.
Not I, not any one else can travel that road for you, You must travel it for yourself.
The highest purpose of education is to unlearn what we once took for granted, to replace certainty with subtlety, prejudice with compassion, and destiny with possibility.
Thus the continuation of the master tutor and willing servant students, the privileging of the visual, the inculcation of absurd modes of behaviour (sleep deprivation, aggressive defensiveness, internal competition), the raising of individuals on to pedestals, all these and more self-perpetuate in schools of architecture around the world, a strange form of interbreeding with tutors passing the architectural gene to students who in turn become tutors who perform the same rituals.
The teacher is of course an artist, but being an artist does not mean that he or she can make the profile, can shape the students. What an educator does in teaching is to make it possible for the students to become themselves.
The philosophic aim of education must be to get each one out of his isolated class and into the one humanity. Prudence and responsibility are not middle-class virtues but human virtues.
Education is a natural community function and occurs inevitably, since the young grow up on the old, towards their activities, and into (or against) their institutions; and the old foster, teach, train, exploit and abuse the young. Even neglect of the young, except physical neglect, has an educational effect -- not the worst possible.