Paulo Freire Quotes - Page 5

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• 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

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• 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

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• 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

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• It is truly difficult to make a democracy. Democracy, like arty dream, is not made with spiritual words but with reflection and practice. It is not what I say that says I am a democrat, that I am not racist or machista but what I do. What I say must not be contradicted by what I do. It is what I do that bespeaks my faithfulness or not to what I say.

  Paulo Freire

  Dream, Spiritual, Reflection

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• The intellectual activity of those without power is always characterized as non-intellectual.

  Paulo Freire

  Justice, Diversity, Intellectual

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• 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

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• 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.

  Paulo Freire

  World, Speak, Praxis

  Paulo Freire, Elizabeth Galligan, Romelia Hurtado de Vivas (2008). “Pioneers in Education: Essays in Honor of Paulo Freire”, p.110, Nova Publishers

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• Education is freedom. Education will teach you how to do it yourself as opposed to asking someone else to do it for you. And around it our own town... Freemanville!

  Paulo Freire

  "Fictional character: King David". "Posse", www.imdb.com. 1993.

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• The oppressed find in the oppressors their model of 'manhood.'

  Paulo Freire

  Models, Oppressed, Oppressors

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.33, Bloomsbury Publishing USA

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• 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

  Paulo Freire

  Destiny, Order, Historical

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.31, Bloomsbury Publishing USA

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• Without a sense of identity, there can be no real struggle.

  Paulo Freire

  Real, Struggle, Identity

  "The Politics of Education: Culture, Power, and Liberation". Book by Paulo Freire, 1985.

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• 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.

  Paulo Freire

  Men, Ideas, Quests

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.33, Bloomsbury Publishing USA

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• ... there is no valid teaching from which there does not emerge something learned and through which the learner does not become capable of recreating and remaking what has been taught.

  Paulo Freire

  Teacher, Teaching, Doe

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

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• Any attempt to treat people as semihumans only dehumanizes them.

  Paulo Freire

  People, Treats, Pedagogy Of The Oppressed

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.47, Bloomsbury Publishing USA

  7 Copy quote

• 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

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

  Paulo Freire

  Fighting, Trembling Hands, Generosity

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.32, Bloomsbury Publishing USA

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• One cannot conceive of objectivity without subjectivity.

  Paulo Freire

  Objectivity, Subjectivity

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.36, Bloomsbury Publishing USA

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• The hope of remaking the world is indispensable in the struggle of oppressed men and women.

  Paulo Freire

  Struggle, Men, World

  Paulo Freire (2014). “Pedagogy of Hope: Reliving Pedagogy of the Oppressed”, p.24, A&C Black

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• It is not possible to remake this country, to democratize it, humanize it, make it serious, as long as we have teenagers killing people for play and offending life, destroying the dream, and making love unviable. If education alone cannot transform society, without it society cannot change either.

  Paulo Freire

  Dream, Country, Teenager

  Paulo Freire (2015). “Pedagogy of Indignation”, p.50, Routledge

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• Libertarian action must recognize this dependence as a weak point and must attempt through reflection and action to transform it into independence. However, not even the best-intentioned leadership can bestow independence as a gift. The liberation of the oppressed is a liberation of women and men, not things. Accordingly, while no one liberates himself by his own efforts alone, neither is he liberated by others. Liberation, a human phenomenon, cannot be achieved by semihumans. Any attempt to treat people as semihumans only dehumanizes them.

  Paulo Freire

  Men, Reflection, People

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.47, Bloomsbury Publishing USA

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• It is in our incompleteness, of which we are aware, that education as a permanent process is grounded. Women and men are capable of being educated only to the extent that they are capable of recognizing themselves as unfinished.

  Paulo Freire

  Men, Process, Unfinished

  Paulo Freire (2000). “Pedagogy of Freedom: Ethics, Democracy, and Civic Courage”, p.58, Rowman & Littlefield Publishers

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• Education is suffering from narration sickness.

  Paulo Freire

  Suffering, Sickness, Pedagogy Of The Oppressed

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.51, Bloomsbury Publishing USA

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

  Paulo Freire

  Space, People, Historical

  "'Pedagogia do oprimido' ('Pedagogy of the Oppressed')". Book by Paulo Freire, 1970.

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• 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

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• An unauthentic word, one which is unable to transform reality, results when dichotomy is imposed upon its constitutive elements. When a word is deprived of its dimension of action, reflection automatically suffers as well; and the word is changed into idle chatter, into verbalism, into an alienated and alienating “blah.” It becomes an empty word, one which cannot denounce the world, for denunciation is impossible without a commitment to transform, and there is no transformation without action.

  Paulo Freire

  Commitment, Reality, Reflection

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