Dialectical thinking is related to vulgar thinking in the same way that a motion picture is related to a still photograph. The motion picture does not outlaw the still photograph but combines a series of them according to the laws of motion. Dialectics does not deny the syllogism, but teaches us to combine syllogisms in such a way as to bring our understanding closer to the eternally changing reality.

The ability to think for one's self depends upon one's mastery of the language.

The internal or dialectical critique of received opinion does not take place in a single stroke, but in a series of successive approximations to the truth, each of which will seem in its time to be the final one. The student must not be encouraged to race through these stages to the end, but on the contrary to settle down and live with each for a while, so that he has the time to truly take it in and absorb it—and to allow it to transform him. Our lives do not change as quickly as our thoughts. If the student tries to move too fast, he leaves his life behind, and his thinking becomes purely intellectual. He ceases to believe what he thinks and think what he believes. Tempo is everything. Prematurity—showing the student more than he is ready to understand or digest at the moment—is the great wrecker of educations. As Rousseau remarks in Emile, “never show the child anything he cannot see.” Again: the child “must remain in absolute ignorance of ideas ... which are not within his reach.”

Dialectic is the art of intellectual fencing; and it is only when we so regard it that we can erect it into a branch of knowledge.

[...] the dialectical method is nothing other than scientific thinking in conditions where, to paraphrase Marx, the methods of experimental and empirical investigation must give way to the force of abstraction, to theoretical postulates and deductions applied to a changing and complex interconnection of relationships and processes. John Stuart Mill had already attempted to describe such a method, but God knows why it was never compared to dialectics p. 323

The being was trying to get him to think about what he was saying, not just recite.

Always remember, child,’ her first teacher had impressed on her, ‘that to think bad thoughts is really the easiest thing in the world. If you leave your mind to itself it will spiral you down into ever-increasing unhappiness. To think good thoughts, however, requires effort. This is one of the things that discipline — training — is about. So train your mind to dwell on sweet perfumes, the touch of this silk, tender raindrops against the shoji, the curve of this flower arrangement, the tranquillity of dawn. Then, at length, you won’t have to make such a great effort and you will be of value to yourself, a value to our profession — and bring honor to our world, the Willow World.…

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.

Teachings are not dictums to be blindly followed. They are meant to be the beginnings of the development of governance or theory, but the individual is expected to interpret them personally.

Tyrannies teach what to think; free men learn how to think.

"Always remember, child" her first teacher had impressed on her, "that to think bad thoughts is really the easiest thing in the world. If you leave your mind to itself it will spiral you down into ever-increasing unhappiness. To think good thoughts, however, requires effort. This is one of the things that need disipline –training- is about. So train your mind to dwell on sweet perfumes, the touch of this silk, tender raindrops against the shoji, the curve of the flower arrangement, the tranquillity of dawn. Then, at length, you won't have to make such a great effort and you will be of value to yourself,…"

Once it's stated that "the dialectic comes before anything else," this statement itself becomes a dialectical entity, subject to dialectical question.

The value of a college education is not the learning of many facts but the training of the mind to think

Dialectic generally means "of the nature of the dialogue," which is a conversation between two persons. Nowadays it means logical argumentation. It involves a technique of cross-examination, by which truth is arrived at.