![]() ![]() As the author continues to expand upon his ideas, a new dimension is added to the dialogue as an act of love and a sign of hope (Kohan, 2018). On the other hand, the notion of dialogue in the Freirian world extends beyond the verbal exchange of information. These ideas serve to underline the importance of an optimal approach to pedagogy, in which words and thoughts remain in balance. Freire (1993) artfully compares verbalism, i.e., reflection without action, with an opposite situation, which is referred to as activism. Word is said to be its critical component in its relation to reflection. Freire (1993) reviews dialogue within the context of freedom and oppression. Dialogue is the key term across several chapters, and it acquires a new dimension in the third section. In his Pedagogy of the Oppressed, the author coins several important notions, providing insight into the nature of his philosophy and the core of the educational policies, in general (Freire, 1993). Kohan (2018) writes that the influence of Freire’s educational paradigms has entailed new, revolutionary political agendas in the sphere of education. Paulo Freire is a prominent philosopher whose independent thinking has inspired countless other researchers. ![]()
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