Whoever teaches learns in the act of teaching, and whoever learns teaches in the act of learning.

A reader does not suddenly comprehend what is being read or studied, in a snap, miraculously. Comprehension needs to be worked forged, by those who read and study; as subjects of the action, they must seek to employ appropriate instruments in order to carry out the task. For this very reason, reading and studying form a challenging task, one requiring patience and perseverance.

... studying is a preparation for knowing; it is a patient and impatient exercise on the part of someone whose intent is not to know it all at once but to struggle to meet the timing of knowledge.

Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other.

... teaching cannot be a process of transference of knowledge from the one teaching to the learner. This is the mechanical transference from which results machinelike memorization, which I have already criticized. Critical study correlates with teaching that is equally critical, which necessarily demands a critical way of comprehending and of realizing the reading of the word and that of the world, the reading of text and of context.

Learning is a process where knowledge is presented to us, then shaped through understanding, discussion and reflection.

We must be forewarned that only rarely does a text easily lend itself to the reader's curiosity... the reading of a text is a transaction between the reader and the text, which mediates the encounter between the reader and writer. It is a composition between the reader and the writer in which the reader "rewrites" the text making a determined effort not to betray the author's spirit.