1. Teaching at the university level is not a practice of communicating or transferring information but awakening in students a desire to think by revealing to them the questionability of things. The desire to think is awakened in students if the teacher is able to reveal the importance of the discipline as a way of exposing to question established “solutions” to fundamental problems of human experience, thought, activity, relationship, and organization. Teaching does not instruct or transmit information, it embodies and exemplifies the commitment to thinking.
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2. True teaching is thus a practice, a performance of cognitive freedom which awakens in students a sense of their own cognitive freedom. Both are rooted in the most remarkable power of the brain: not to simulate, not to sense, not to tabulate, not to infer, but to co-constitute the objective world of which it is an active part. In thinking we do not just passively register the world, we transform it by making it the object of thought, i.e, an object that can be questioned and changed. To think is thus to cancel the alien objectivity of the world and to become a subject, an active force helping to shape the order of things.