Binary Dualism or Complementarity? Rethinking the Teacher-Learner Relationship in Paulo Freire’s Dialogical Education

Abstract

The logical underpinnings of learner-teacher relationships in Paulo Freire’s idea of education remain a perennial issue in the philosophy of education. Freire, through his critique of the traditional “banking model” of education, proposes a dialogical approach in which the student-teacher relationship is restructured on the basis of mutual recognition and co-participation. In this framework, both students and teachers are granted equal rights to engage in critical dialogue, challenging the traditional hierarchy that privileges the teacher’s authority over the passivity of the student. While Freire’s model is often seen as an alternative that empowers the learner, a fundamental question arises: Does his framework still operate within a binary logic that merely inverts roles or does it transcend such oppositions altogether? This study examines the underlying logical underpinnings of Friere’s dialogical approach to education. Through conceptual analysis and critical methods, it argues that the logic of Freire’s educational philosophy is not rooted in binary opposition but rather in complementarity, a dynamic, reciprocal relationship in which both teachers and learners actively contribute to the co-construction of knowledge and the development of critical consciousness. More-so, it argues that Freire does not seek to erase the role of the teacher, but to transform it from one of authority and imposition to one of facilitation and shared enquiry; the teacher remains a guide, while the learner becomes an active agent in the learning process. Together, they participated in mutual growth, reflection, and liberation. Future research may explore how this logic of complementarity can be further systematised through indigenous frameworks, such as Ezumezu logic, thereby extending the global relevance of Freirean pedagogy.