Teaching as freedom requires a sense of vocation as sacred

Evidence

Freire is able to do this because he operates on one basic assumption: that man’s ontological vocation (as he calls it) is to be a Subject who acts upon and transforms his world, and in so doing moves toward ever new possibilities of fuller and richer life individually and collectively. This world to which he relates is not a static and closed order, a given reality which man must accept and to which he must adjust; rather, it is a problem to be worked on and solved. — Paulo Freire, Pedagogy of the Oppressed, 66 (#expands, via linked claim)

It isn’t at all a matter of being optimistic, but rather of continuing to have faith in the ongoing and literally unending process of emancipation and enlightenment that, in my opinion, frames and gives direction to the intellectual vocation. — Edward W. Said, Orientalism, 26 (#corroborates, via linked claim)

Categorization

• XREF: connects to: Teacher vulnerability is the precondition for mutual classroom empowerment — bell hooks, Teaching to Transgress: Education as…, 58; Human beings are Subjects whose vocation is transforming the world — Paulo Freire, Pedagogy of the Oppressed, 66; The intellectual vocation is sustained by faith in unending emancipation rather than optimism — Edward W. Said, Orientalism, 26 (+2 more)

Related

• Human beings are Subjects whose vocation is transforming the world (similarity 0.86)

Broader Connections

• Human beings are Subjects whose vocation is transforming the world #expands (0.85) — Paulo Freire, Pedagogy of the Oppressed, 66
• Choosing the world means accepting an active ongoing vocation. #expands (0.85)
• The intellectual vocation is sustained by faith in unending emancipation rather than optimism #corroborates (0.75) — Edward W. Said, Orientalism, 26
• Freedom requires choosing one’s own essence, not merely one’s acts #qualifies (0.72) — Jean-Paul Sartre, Being and Nothingness, 1126