Paulo Freire Quotes About Students

Quotes about: Students

• 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.

  Paulo Freire

  Teacher, Teaching, Taught

• The teacher is of course an artist, but being an artist does not mean that he or she can make the profile, can shape the students. What the educator does in teaching is to make it possible for the students to become themselves.

  Paulo Freire

  Teacher, Teaching, Mean

  Myles Horton, Paulo Freire, Brenda Bell, John Gaventa (1990). “We Make the Road by Walking: Conversations on Education and Social Change”, p.181, Temple University Press

• 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

• 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.

  Paulo Freire

  Teacher, Students, Contradiction

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.52, Bloomsbury Publishing USA

• 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.

  Paulo Freire

  Exercise, World, Students

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.56, Bloomsbury Publishing USA

• Through dialogue, the teacher-of-the-students and the students-of-the-teacher cease to exist and a new term emerges: teacher-student with students-teachers.

  Paulo Freire

  Teacher, Students, Term

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.80, Bloomsbury Publishing USA

• 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.

  Paulo Freire

  Children, Self, Discipline

  Paulo Freire (2005). “Teachers as Cultural Workers: Letters to Those who Dare Teach”

• The more students work at storing the deposits entrusted to them, the less they develop the critical consciousness which would result from their intervention in the world as transformers of that world. The more completely they accept the passive role impressed on them, the more they tend simply to adapt to the world as it is and to the fragmented view of reality deposited in them.

  Paulo Freire

  Reality, Views, Roles

• In the banking concept of education, knowledge is a gift bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing... The teacher presents himself to his students as their necessary opposite; by considering their ignorance absolute, he justifies his own existence.

  Paulo Freire

  Teacher, Ignorance, Opposites

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.52, Bloomsbury Publishing USA

• I am dealing with people and not with things. And, because I am dealing with people, I cannot refuse my wholehearted and loving attention, even in personal matters, where I see that a student is in need of such attention.

  Paulo Freire

  Teaching, People, Needs

  Paulo Freire (2000). “Pedagogy of Freedom: Ethics, Democracy, and Civic Courage”, p.128, Rowman & Littlefield Publishers

• Whether the teacher is authoritarian, undisciplined, competent, incompetent, serious, irresponsible, involved, a lover of people and of life, cold, angry with the world, bureaucratic, excessively rational, or whatever else, he/she will not pass through the classroom without leaving his or her mark on the students.

  Paulo Freire

  Teacher, Teaching, People

  Paulo Freire (2000). “Pedagogy of Freedom: Ethics, Democracy, and Civic Courage”, p.64, Rowman & Littlefield Publishers

• How can I be an educator if I do not develop in myself a caring and loving attitude toward the student, which is indispensable on the part of one who is committed to teaching and to the education process itself.

  Paulo Freire

  Attitude, Teaching, Caring

  Paulo Freire (2000). “Pedagogy of Freedom: Ethics, Democracy, and Civic Courage”, p.65, Rowman & Littlefield Publishers

• This is the sense in which I am obliged to be a listener. To listen to the student's doubts, fears, and incompetencies that are part of the learning process. It is in listening to the student that I learn to speak with him or her.

  Paulo Freire

  Teaching, Doubt, Listening

  Paulo Freire (2000). “Pedagogy of Freedom: Ethics, Democracy, and Civic Courage”, p.106, Rowman & Littlefield Publishers

• Although the teachers or the students are not the same, the person in charge of education is being formed or re-formed as he/she teaches, and the person who is being taught forms him/herself in the process. ...There is, in fact, no teaching without learning.

  Paulo Freire

  Teacher, Teaching, Taught

• 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

• 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

• 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

• Authentic thinking, thinking that is concerned about reality, does not take place in ivory tower isolation, but only in communication. If it is true that thought has meaning only when generated by action upon the world, the subordination of students to teachers becomes impossible.

  Paulo Freire

  Teacher, Communication, Reality

  Paulo Freire, Elizabeth Galligan, Romelia Hurtado de Vivas (2008). “Pioneers in Education: Essays in Honor of Paulo Freire”, p.109, Nova Publishers

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

  Paulo Freire

  Exercise, Students, Domination

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.56, Bloomsbury Publishing USA

• Teachers and students (leadership and people), co-intent on reality, are both Subjects, not only in the task of unveiling that reality, and thereby coming to know it critically, but in the task of re-creating that knowledge. As they attain this knowledge of reality through common reflection and action, they discover themselves as its permanent re-creators.

  Paulo Freire

  Teacher, Reflection, Reality

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.49, Bloomsbury Publishing USA

• The role of the problem-posing educator is to create, together with the students, the conditions under which knowledge at the level of the doxa is superseded by true knowledge, at the level of the logos.

  Paulo Freire

  Together, Roles, Levels

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.58, Bloomsbury Publishing USA

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