''If we are to survive, is the facilitation of change and learning. The only man who is educated is the man who has learned how to adapt and change; the man who has realized that no knowledge is secure, that only the process of seeking knowledge gives a basis for security. Changingness, reliance on process rather than upon static knowledge, is the only thing that makes any senses a goal for education in the modern world.'' (..)
''Perhaps the most basic of these essential attitudes (which facilitates learning - my note) is realness or genuineness. When the facilitator is a real person being what he is, entering into a relationship with the learner without presenting a front or facade, he is much more likely to be effective. This means that the feelings which he is experiencing are available to him, available to his awareness, that he is able to live these feelings, be them, and able to communicate them if appropriate. It means that he comes into a direct personal encounter with the learner, meeting him on a person-to-person basis. It means that he is being himself, not denying himself.''
''There is another attitude which stands out in those who are successful in facilitating learning. I have observed this attitude. I have experienced it. Yet it is hard to know what term to put to it, so I will use several. I think of it as prizing the learner, prizing his feelings, his opinions, his person. It is a caring for the learner, but a non-possessive caring. It is an acceptance of this other individual as a separate person, having worth in his own right. It is a basic trust a belief that this other person is somehow fundamentally trustworthy. Whether we call it prizing, acceptance, trust or some other term, it shows up in a variety of observable ways. The facilitator who has a considerable degree of this attitude can be fully acceptant of the fear and hesitation of the student as he approaches a new problem as well as acceptant of the pupil’s satisfaction in achievement. Such a teacher can accept the student’s occasional apathy, his erratic desires to explore the by-roads of knowledge, as well as his disciplined efforts to achieve major goals. He can accept personal feelings which both disturb and promote learning —rivalry with a sibling, hatred of authority, concern about personal adequacy. What we are describing is a prizing of the learner as an imperfect human being with many feelings, many potentials. The facilitator’s prizing or acceptance of the learner is an operational expression of his essential confidence and trust in the capacity of the human organism.''
from Freedom to learn, 1969