Pedagogy Of The Oppressed Quotes

• 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

  People, Decision, Leader

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.126, Bloomsbury Publishing USA

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• Washing one's hands of the conflict between the powerful and the powerless means to side with the powerful, not to be neutral.

  Paulo Freire

  Peace, Honesty, Powerful

  Paulo Freire (1985). “The Politics of Education: Culture, Power, and Liberation”, p.122, Greenwood Publishing Group

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• No one is born fully-formed: it is through self-experience in the world that we become what we are.

  Paulo Freire

  Self, Experience, World

  180 Copy quote

• Education either functions as an instrument which is used to facilitate integration of the younger generation into the logic of the present system and bring about conformity or it becomes the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world.

  Paulo Freire

  Educational, Learning, Creativity

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.34, Bloomsbury Publishing USA

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• 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

  88 Copy quote

• Indeed, the interests of the oppressors lie in 'changing the consciousness of the oppressed, not the situation which oppresses them.

  Paulo Freire

  Lying, Consciousness, Interest

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.53, Bloomsbury Publishing USA

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• 

  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.

  Paulo Freire

  Learning, Hopeful, Inquiry

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

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• 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.

  Paulo Freire

  Struggle, Reality, Order

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.35, Bloomsbury Publishing USA

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• 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).

  Paulo Freire

  Struggle, Example, Redemption

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• 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

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• Liberation is a praxis: the action and reflection of men and women upon their world in order to transform it.

  Paulo Freire

  Men, Reflection, Order

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

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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 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

  32 Copy quote

• 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.

  Paulo Freire

  Men, Decision, Inquiry

  29 Copy quote

• The oppressed, having internalized the image of the oppressor and adopted his guidelines, are fearful of freedom.

  Paulo Freire

  Guidelines, Adopted, Fearful

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

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• One cannot expect positive results from an educational or political action program which fails to respect the particular view of the world held by the people. Such a program constitutes cultural invasion, good intentions notwithstanding.

  Paulo Freire

  Educational, Views, People

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.68, Bloomsbury Publishing USA

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• To speak a true word is to transform the world.

  Paulo Freire

  World, Speak, Praxis

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.63, Bloomsbury Publishing USA

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• 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

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• 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.

  Paulo Freire

  Banking, World, Assumption

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.54, 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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• One of the methods of manipulation is to inoculate individuals with the bourgeois appetite for personal success.

  Paulo Freire

  Manipulation, Individual, Method

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.149, Bloomsbury Publishing USA

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• Liberating education consists in acts of cognition, not transferrals of information

  Paulo Freire

  Information, Cognition, Liberating

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.57, Bloomsbury Publishing USA

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• To glorify democracy and to silence the people is a farce; to discourse on humanism and to negate people is a lie.

  Paulo Freire

  Lying, People, Silence

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.91, 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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• 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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