Dialogue requires prior apprenticeship with the object of knowledge

Evidence

If students are not able to transform their lived experiences into knowledge and to use the already acquired knowledge as a process to unveil new knowledge, they will never be able to participate rigorously in a dialogue as a process of learning and knowing. … By this I do not mean that the apprenticeship process should be reduced to the authoritarian tradition of lecturing without student input and discussion. — Paulo Freire, Pedagogy of the Oppressed, 28

Categorization

• XREF: Directly answers the reader’s vanguard worry: Freire demands prior apprenticeship, not blank-slate conversation — a concrete design criterion for scaffolding before dialogue. — connects to: Skill-based knowledge of place is transmitted through apprenticeship, not lessons — Robin Wall Kimmerer, Braiding Sweetgrass: Indigenous Wisdom,…, 1326; Meaningful race-critical dialogue is an acquired skill requiring guided practice — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 497; Transformative teaching requires teachers to become learners in dialogue with students — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 685