No one is born fully-formed: it is through self-experience in the world that we become what we are.— Paulo Freire
Most Powerful Pedagogy quotations
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.
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.
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.
Liberating education consists in acts of cognition, not transferrals of information
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.
Liberation is a praxis: the action and reflection of men and women upon their world in order to transform it.
That's at the core of equity: understanding who your kids are and how to meet their needs. You are still focused on outcomes, but the path to get there may not be the same for each one.
How can the oppressed, as divided, unauthentic beings, participate in developing the pedagogy of their liberation?
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.
Pedagogy is not about training, it is about critically educating people to be self reflective, capable of critically address their relationship with others and with the larger world. Pedagogy in this sense provides not only important critical and intellectual competencies; it also enables people to intervene critically in the world.
Whether we're talking about race or gender or class, popular culture is where the pedagogy is, it's where the learning is.
One of the methods of manipulation is to inoculate individuals with the bourgeois appetite for personal success.
Mathematicians do not study objects, but relations among objects;
they are indifferent to the replacement of objects by others as long the relations don't change. Matter is not important, only form interests them.
In all the works on pedagogy that ever I read — and they have been many, big, and heavy — I don't remember that any one has advocated a system of teaching by practical jokes, mostly cruel. That, however, describes the method of our great teacher, Experience.
The diffusion of a universalist culture and of a pedagogy of peace appears more than ever to be the path that we must follow for the salvation of all nations on earth.
To speak a true word is to transform the world.
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.
The technology itself is not transformative. It's the school, the pedagogy, that is transformative.
In Greek, our word for play is paidia and the word for education is paideia, and it is very natural and right that these words should be entangled at the root, together with our word for children, paides, which gave you your words pedagogy and pediatrician.
There should be no element of slavery in learning.
Enforced exercise does no harm to the body, but enforced learning will not stay in the mind. So avoid compulsion, and let your children's lessons take the form of play.
Indeed, the interests of the oppressors lie in 'changing the consciousness of the oppressed, not the situation which oppresses them.
Only through communication can human life hold meaning.
Education as the exercise of domination stimulates the credulity of the students.
Repetition is the mother of pedagogy
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.
Problem-posing education affirms men and women as beings in the process of becoming.
The oppressors do not favor promoting the community as a whole, but rather selected leaders.
True generosity consists precisely in fighting to destroy the causes which nourish false charity.
If philosophy begins in wonder, pedagogy typically begins in frustration.
The principal agent is the object itself and not the instruction given by the teacher. It is the child who uses the objects; it is the child who is active, and not the teacher.
The unfinished character of human beings and the transformational character of reality necessitate that education be an ongoing activity.
Looking at the past must only be a means of understanding more clearly what and who they are so that they can more wisely build the future.
Though knowledge itself increasingly ignores boundaries between fields, professors are apt to organize their pedagogy around the methods and history of their academic subculture rather than some coherent topic in the world.
In order for the oppressed to be able to wage the struggle for their liberation, they must perceive the reality of oppression not as a closed world from which there is no exit , but as a limiting situation which they can transform.