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Dialogue is one of the most important methods used by human beings to solve the problems facing them in life. Dialogue often give effective results in various fields. I believe that it is impossible to live without dialogue. Everything around us invites us to dialogue, love, work, and even talk to others. But dialogue that we need should be for love and respect, not to dominate others (Paolo, 1970). As educators we strongly need dialogue, it must be part of our curricula and teaching methods if we want a generation that thinks deeply, independently and liberally, a generation that defends its rights, identity, history, and values. In addition, "Dialogue is one of the best vehicles for learning how to think, how to be reasonable, how to make moral decisions and how to understand another person’s point of view. It is supremely flexible, instructional, collaborative and rigorous. At its very best, dialogue is one of the best ways for participants to learn good habits of thinking (Alexander, 2017)." Moreover, according to Paulo Freire, a Brazilian educator and philosopher, was one of the main advocates for teaching through dialogue, with one of the influential books in pedagogy: Pedagogy of the Oppressed (1970), he said "Without dialogue there is no communication, and without communication there can be no true education."He added we dialogue with students to listen to their opinions, not to impose our view on them. I agree with Freire strongly at this point, especially I suffered a lot from what is called "classrooms silent" when I was a student in the pre-university stage, those classrooms that are devoid of dialogue and rely only on information based on the curriculums or the ideas of teachers. In my view, that the repressive approach, even if was unintended, has affected a whole generation in Germany. Today, our role as teachers and leaders is to promote transformative education by supporting curriculum development, preparing teacher development programs, and providing new teaching methods based on dialogue and critical thinking.