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David McNally (professor)

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Genuine growth is always dialogical - it requires engagement in a dynamic, developing, and open-ended dialogue.
Chapter 7, Freedom Song, p. 231

David McNally (professor)

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"The dialogical character of education as the practice of freedom does not begin when the teacher-student meets with the students-teachers in pedagogical situation, but rather when the former first asks herself or himself what she or he will dialogue with the latter about."

Paulo Freire

It is necessary to write, if the days are not to slip emptily by. How else, indeed, to clap the net over the butterfly of the moment? for the moment passes, it is forgotten; the mood is gone; life itself is gone. That is where the writer scores over his fellows: he catches the changes of his mind on the hop. Growth is exciting; growth is dynamic and alarming. Growth of the soul, growth of the mind; how the observation of last year seems childish, superficial; how this year even this week even with this new phrase it seems to us that we have grown to a new maturity. It may be a fallacious persuasion, but at least it is stimulating, and so long as it persists, one does not stagnate.
I look back as through a telescope, and see, in the little bright circle of the glass, moving flocks and ruined cities.

Vita Sackville-West

I believe that now we have a profound responsibility to open the gates of opportunity for all the world's people so that they can become stakeholders in the kind of society we would like to build at large in the world and at home. Let me be clear: promoting prosperity throughout the world is a crucial form of forward engagement.
We know how to launch this renaissance for what has worked to spark the economic boom here in the United States is, at its essence, the way we can spark the fires of growth abroad. The difference is one of degree, not kind.

Al Gore

I see before me the statue of a celebrated minister, who said that confidence was a plant of slow growth. But I believe, however gradual may be the growth of confidence, that of credit requires still more time to arrive at maturity.

Benjamin Disraeli

The study of Constitutional History is essentially a tracing of causes and consequences; the examination of a distinct growth from a well-defined germ to full maturity: a growth, the particular shaping and direction of which are due to a diversity of causes, but whose life and developing power lies deep in the very nature of the people. It is not then the collection of a multitude of facts and views, but the piecing of the links of a perfect chain.

William Stubbs
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