Learning is a process where knowledge is presented to us, then shaped through understanding, discussion and reflection.

— Paulo Freire

The most astounding Paulo Freire quotes that are new and everybody is talking about

Educators need to know what happens in the world of the children with whom they work. They need to know the universe of their dreams, the language with which they skillfully defend themselves from the aggressiveness of their world, what they know independently of the school, and how they know it.

176

No one is born fully-formed: it is through self-experience in the world that we become what we are.

171

Because love is an act of courage, not of fear, love is a commitment to others.

No matter where the oppressed are found, the act of love is commitment to their cause--the cause of liberation.

163

Dehumanization, although a concrete historical fact, is not a given destiny but the result of an unjust order that engenders violence in the oppressors, which in turn dehumanizes the oppressed

153

Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other.

152

Education must begin with the solution of the teacher-student contradiction, by reconciling the poles of the contradiction so that both are simultaneously teachers and students.

144

Leaders who do not act dialogically, but insist on imposing their decisions, do not organize the people--they manipulate them. They do not liberate, nor are they liberated: they oppress.

135

Washing one's hands of the conflict between the powerful and the powerless means to side with the powerful, not to be neutral.

130

It would be extremely naive to expect the dominant classes to develop a type of education that would enable subordinate classes to perceive social injustices critically.

128

Liberating education consists in acts of cognition, not transferrals of information

99

The more people participate in the process of their own education, and the more people participate in defining what kind of production to produce, and for what and why, the more people participate in the development of their selves. The more people become themselves, the better the democracy.

87

The teacher is no longer merely the-one-who-teaches, but one who is him/herself taught in dialogue with the students, who in turn while being taught also teach. They become jointly responsible for a process in which all grow.

77

About Paulo Freire

Quotes 169 sayings
Nationality Brazilian
Profession Educator
Birthday October 16

Liberation is a praxis: the action and reflection of men and women upon their world in order to transform it.

62

How can the oppressed, as divided, unauthentic beings, participate in developing the pedagogy of their liberation?

58

Dialogue cannot exist, however, in the absence of a profound love for the world and its people.

48

This book will present some aspects of what the writer has termed the pedagogy of the oppressed, a pedagogy which must be forged with, not for, the oppressed (whether individuals or peoples) in the incessant struggle to regain their humanity.

48

Within the word we find two dimensions-reflection and action.

If one is sacrificed even in part, the other immediately suffers. To speak a true word is to transform the world.

47

The oppressors do not perceive their monopoly on having more as a privilege which dehumanizes others and themselves. They cannot see that, in the egoistic pursuit of having as a possessing class, they suffocate in their own possessions and no longer are; they merely have.

44

If the structure does not permit dialogue the structure must be changed

39

Critical reflection on practice is a requirement of the relationship between theory and practice. Otherwise theory becomes simply "blah, blah, blah, " and practice, pure activism.

37

What if we discover that our present way of life is irreconcilable with our vocation to become fully human?

31

Every relationship of domination, of exploitation, of oppression is by definition violent, whether or not the violence is expressed by drastic means. In such a relationship, dominator and dominated alike are reduced to things- the former dehumanized by an excess of power, the latter by a lack of it. And things cannot love.

29

One of the methods of manipulation is to inoculate individuals with the bourgeois appetite for personal success.

28

To speak a true word is to transform the world.

25

Any situation in which some men prevent others from engaging in the process of inquiry is one of violence;… to alienate humans from their own decision making is to change them into objects.

23

Education is an act of love, and thus an act of courage

20

The more we become able to become a child again, to keep ourselves childlike, the more we can understand that because we love the world and we are open to understanding, to comprehension, that when we kill the child in us, we are no longer.

19

In order for the oppressed to unite they must first cut the umbilical cord of magic and myth which binds them to the world of oppression; the unity which links them to each other must be of a different nature.

19

Indeed, the interests of the oppressors lie in 'changing the consciousness of the oppressed, not the situation which oppresses them.

16

It is necessary that the weakness of the powerless is transformed into a force capable of announcing justice. For this to happen, a total denouncement of fatalism is necessary. We are transformative beings and not beings for accommodation.

16

Only through communication can human life hold meaning.

14

The behavior and reactions of the oppressed, which lead the oppressor to practice cultural invasion, should evoke from the revolutionary a different theory of action. What distinguishes revolutionary leaders from the dominant elite is not only their objectives, but their procedures.

14

As one might expect, authoritarianism will at times cause children and students to adopt rebellious positions, defiant of any limit, discipline, or authority. But it will also lead to apathy, excessive obedience, uncritical conformity, lack of resistance against authoritarian discourse, self-abnegation, and fear of freedom.

14

In sum: banking theory and practice, as immobilizing and fixating forces, fail to acknowledge men and women as historical beings; problem-posing theory and practice take the people's historicity as their starting point.

13

... studying is a preparation for knowing; it is a patient and impatient exercise on the part of someone whose intent is not to know it all at once but to struggle to meet the timing of knowledge.

13

For people, 'here' signifies not merely a physical space, but also an historical space.

12

There is, in fact, no teaching without learning.

11

Problem-posing education affirms men and women as beings in the process of becoming.

11

Education as the exercise of domination stimulates the credulity of the students.

11

Attempting to liberate the oppressed without their reflective participation in the act of liberation is to treat them as objects that must be saved from a burning building.

11

Education as the exercise of domination stimulates the credulity of students, with the ideological intent (often not perceived by educators) of indoctrinating them to adapt to the world of oppression.

11

Love is an act of courage.

11

The oppressors do not favor promoting the community as a whole, but rather selected leaders.

10

No matter how much someone may irritate me, I have no right to puff myself up with my own self-importance so as to declare that person to be absolutely incompetent, assuming a posture of disdain from my own position of false superiority.

10

True generosity consists precisely in fighting to destroy the causes which nourish false charity.

9

Revolution is born as a social entity within the oppressor society.

8

There is no true word that is not at the same time a praxis.

Thus, to speak a true word is to transform the world.

8

When we live our lives with the authenticity demanded by the practice of teaching that is also learning and learning that is also teaching, we are participating in a total experience.... In this experience the beautiful, the decent, and the serious form a circle with hands joined.

8

The unfinished character of human beings and the transformational character of reality necessitate that education be an ongoing activity.

7
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