Almost all information is acquired and applied through the teacher and the student. While Friere addresses the teacher-student relationship, Graff only mentions how the student-student relationship can be improved. Graff's idea is that allowing students to study their own interests leads to discussion and discussion among peers; “[To] learn the rudiments of intellectual life” (Graff 383). Because most learning environments involve a class of many students, students' shared interests can allow for more fruitful seminar-style lessons. Friere fails to recognize or acknowledge this particular aspect and instead focuses primarily on the teacher's interactions with the student. Logically, his focus makes sense, given that most of the knowledge gained in the classroom comes from the teacher. It is the teacher who is ultimately the most qualified to guide the student through the learning process. While both have different ideas about how to improve students' critical thinking, both offer an approach to solving current “high stakes” practices”.”