The cognizable object intermediates rather than terminates cognitive acts

Evidence

Liberating education consists in acts of cognition, not transferrals of information. It is a learning situation in which the cognizable object (far from being the end of the cognitive act) intermediates the cognitive actors—teacher on the one hand and students on the other. Accordingly, the practice of problem-posing education entails at the outset that the teacher-student contradiction to be resolved. Dialogical relations—indispensable to the capacity of cognitive actors to cooperate in perceiving the same cognizable object—are otherwise impossible. — Paulo Freire, Pedagogy of the Oppressed, 229

Categorization

• DEFINE: The pivotal structural move: the subject matter becomes the shared intermediary between teacher and student, not the teacher’s property delivered at the end of the act — concrete redesign hinge.
• XREF: connects to: Knowing assimilates its object without destroying its in-itself structure — Jean-Paul Sartre, Being and Nothingness: An Essay on…, 1353; Healthy cognition requires a reciprocal exchange between subject and object that projection destroys — Theodor W. Adorno, Max Horkheimer, Dialectic of Enlightenment, 150