No one is born fully-formed: it is through self-experience in the world that we become what we are.— Paulo Freire
Delicious Pedagogy Of The Oppressed quotations
All oppression creates a state of war.
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.
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.
One of the methods of manipulation is to inoculate individuals with the bourgeois appetite for personal success.
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.
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.
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.
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.
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.
This pedagogy makes oppression and its causes objects of reflection by the oppressed, and from that reflection will come their necessary engagement in the struggle for their liberation. And in the struggle this pedagogy will be made and remade
Certain members of the oppressor class join the oppressed in their struggle for liberation.
Those truly committed to liberation must reject the banking concept in its entirety, adopting instead a concept of women and men as conscious beings and consciousness as consciousness intent upon the world.
The oppressed, instead of striving for liberation, tend themselves to become oppressors.
To glorify democracy and to silence the people is a farce;
to discourse on humanism and to negate people is a lie.
Without a sense of identity, there can be no real struggle.
The oppressed, having internalized the image of the oppressor and adopted his guidelines, are fearful of freedom.
No pedagogy which is truly liberating can remain distant from the oppressed by treating them as unfortunates and by presenting for their emulation models from among the oppressors. The oppressed must be their own example in the struggle for their redemption (Freire, 1970, p. 54).
Education is suffering from narration sickness.
Any attempt to treat people as semihumans only dehumanizes them.
It is not suprising that the banking concept of education regards men as adaptable, manageable beings.
Implicit in the banking concept is the assumption of a dichotomy between human beings and the world: a person is merely in the world, not with the world or with others; the individual is spectator, not re-creator.
Freedom is acquired by conquest, not by gift.
It must be pursued constantly and responsibly. Freedom is not an ideal located outside of man; nor is it an idea which becomes myth. It is rather the indispensable condition for the quest for human completion.