Paulo Freire Quotes - Page 5

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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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• 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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• The oppressors do not favor promoting the community as a whole, but rather selected leaders.

  Paulo Freire

  Community, Leader, Favors

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.103, Bloomsbury Publishing USA

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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

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• 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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• Submission to suffering is a form of annihilation, but transformation of suffering rekindles a faith that gives life.

  Paulo Freire

  Giving, Suffering, Transformation

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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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• 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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• 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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• The greatest humanistic and historical task of the oppressed: to liberate themselves.

  Paulo Freire

  Freedom, Historical, Tasks

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

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• Organization is not only directly linked to unity, but a natural development of that unity. Accordingly, the leaders' pursuit of that unity is also an attempt to organize the people, requiring witness to the fact that the struggle for liberation is a common task." "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.

  Paulo Freire

  Struggle, Organization, People

  "Pedagogy of the Oppressed". Book by Paulo Freire, Chapter 4, Organization, 1968.

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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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• 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

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