more challenging is freire's strong aversion to the teacher-student difference. this splitis admitted in rousseau and constrained in dewey, but freire comes close to insisting that it be completely abolished. this is hard to imagine in absolute terms, since there must be some enactment of the teacher-student relationship in the parent-child relationship, but what freire suggests is that a deep reciprocity be inserted into our notions of teacher and student. he goes so far as to say that “education must begin with the solution of the teacher-student contradiction, by reconciling the poles of the contradiction so that both are simultaneously students and teachers” (freire, 1970, p. 72). freire wants us to think in terms of teacher-student and student-teacher – that is, a teacher who learns and a learner who teaches – as the basic roles of classroom participation.