Paulo Freire Quotes About Philosophy

Quotes about: Philosophy

• This is the road I have tried to follow as a teacher: living my convictions; being open to the process of knowing and being sensitive to the experience of teaching as an art; being pushed forward by the challenges that prevent me from bureaucratizing my practice; accepting my limitations, yet always conscious of the necessary effort to overcome them and aware that I cannot hide them because to do so would be a failure to respect both my students and myself as a teacher.

  Paulo Freire

  Teacher, Art, Educational

  Paulo Freire (2000). “Pedagogy of Freedom: Ethics, Democracy, and Civic Courage”, p.69, Rowman & Littlefield Publishers

• I cannot be a teacher without exposing who I am.

  Paulo Freire

  Teacher, Philosophy, Educational

  Paulo Freire (2000). “Pedagogy of Freedom: Ethics, Democracy, and Civic Courage”, p.87, Rowman & Littlefield Publishers

• There is, in fact, no teaching without learning.

  Paulo Freire

  Educational, Philosophy, Teaching

  Paulo Freire (2000). “Pedagogy of Freedom: Ethics, Democracy, and Civic Courage”, p.31, Rowman & Littlefield Publishers

• No reality transforms itself.

  Paulo Freire

  Educational, Philosophy, Reality

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.38, Bloomsbury Publishing USA

• Love is an act of courage.

  Paulo Freire

  Educational, Philosophy, Love Is

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.64, Bloomsbury Publishing USA

• One of my major preoccupations is the approximation between what I say and what I do, between what I seem to be and what I am actually becoming.

  Paulo Freire

  Educational, Philosophy, Literature

  Paulo Freire (2000). “Pedagogy of Freedom: Ethics, Democracy, and Civic Courage”, p.88, Rowman & Littlefield Publishers

• The parent-child relationship in the home usually reflects the objective cultural conditions of the surrounding social structure. If the conditions which penetrate the home are authoritarian, rigid, and dominating, the home will increase the climate of oppression. As these authoritarian relations between parents and children intensify, children in their infancy increasingly internalize the paternal authority.

  Paulo Freire

  Children, Philosophy, Educational

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.110, Bloomsbury Publishing USA

• The role of the educator is one of tranquil possession of certitude in regard to the teaching of not only contents but also of 'correct thinking.'

  Paulo Freire

  Educational, Philosophy, Teaching

  Paulo Freire (2000). “Pedagogy of Freedom: Ethics, Democracy, and Civic Courage”, p.34, Rowman & Littlefield Publishers

• Only through communication can human life hold meaning.

  Paulo Freire

  Educational, Philosophy, Communication

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.55, Bloomsbury Publishing USA

• Sometimes a simple, almost insignificant gesture on the part of a teacher can have a profound formative effect on the life of a student.

  Paulo Freire

  Teacher, Educational, Philosophy

  Paulo Freire (2000). “Pedagogy of Freedom: Ethics, Democracy, and Civic Courage”, p.46, Rowman & Littlefield Publishers

• 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.

  Paulo Freire

  Educational, Philosophy, Self

  Paulo Freire (1998). “Pedagogy of Freedom: Ethics, Democracy, and Civic Courage”, p.51, Rowman & Littlefield

• The atmosphere of the home is prolonged in the school, where the students soon discover thatin order to achieve some satisfaction they must adapt to the precepts which have ben set from above. One of these precepts is not to think.

  Paulo Freire

  Philosophy, Educational, School

• It is impossible to talk of respect for students for the dignity that is in the process of coming to be, for the identities that are in the process of construction, without taking into consideration the conditions in which they are living and the importance of the knowledge derived from life experience, which they bring with them to school. I can in no way underestimate such knowledge. Or what is worse, ridicule it.

  Paulo Freire

  Educational, Philosophy, School

  Paulo Freire (1998). “Pedagogy of Freedom: Ethics, Democracy, and Civic Courage”, p.62, Rowman & Littlefield

• Teachers who do not take their own education seriously, who do not study, who make little effort to keep abreast of events have no moral authority to coordinate the activities of the classroom.

  Paulo Freire

  Teacher, Educational, Philosophy

  Paulo Freire (2000). “Pedagogy of Freedom: Ethics, Democracy, and Civic Courage”, p.85, Rowman & Littlefield Publishers

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