Correct reflection assumes a dialogue, but not polemic. According to Paolo Freire, an orientation on dialogue doesnt deny the value of explanation, the story, in which a teacher and a student know that their general approach is readiness for dialogue, openness, curiosity, research, but not passivity during the conversation or hearing. It is important, that a teacher and students realized epistemological curiosity. In his opinion, there is no teaching without research and research without teaching. To teach doesnt mean to impart knowledge.
A teacher should avoid indulgences, rough discrepancies. There is no thinking in the correct direction without methodological severity. Training of people cant be carried out without ethical education. If a teacher does not respect autonomy of a student, his esthetic taste, his language, if he humiliates a student, he breaks the fundamental ethical principles (Freire).
Paolo Freire is sure that teaching demands not only freedom, but also authority. According to him, freedom gets maturity in collision with other freedoms, in protection of rights before the power parents, teachers, state. Not always freedom of a teenager leads him to the best solutions concerning his own future. Paolo Freire states that it is necessary parents should participate in discussion with children issues concerning their future. They shouldnt avoid it recognizing that it is important the future of their children, but not for their own future. Participation of parents has to consist, first of all, in the analysis of the possible consequences of the made decision together with children. Nobody becomes autonomous to make decisions. Autonomy is formed in the experience of adoption of various, uncountable decisions. Paolo Freires ideas are conformable to the ideas of multicultural education and education of children, teenagers and youth.
The theory of Paolo Freire includes the ideas similar to the ideas about education, which were expressed by