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Paulo Freire Quotes - Page 3

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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 / Educator
Destiny
Historical
Order
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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 / Educator
Teacher
Educational
Philosophy
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... studying is a preparation for knowing; it is a patient and impatient exercise on the part of someone whose intent is not to know it all at once but to struggle to meet the timing of knowledge.
Paulo Freire / Educator
Learning
Exercise
Struggle
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At a certain point in their existential experience, the oppressed feel an irresistible attraction toward the oppressor and his way of life. Sharing this way of life becomes an overpowering aspiration.
Paulo Freire / Educator
Aspiration
Attraction
Existential
Irresistible
Oppressed
Overpowering
Life Experience Way
Life Experience Feel
Certain Point
His Way
Sharing
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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 / Educator
Exercise
Students
World
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Reading the word and learning how to write the word so one can later read it are preceded by learning how to write the world, that is having the experience of changing the world and touching the world.
Paulo Freire / Educator
Reading
Touching
Writing
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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educator is to create, together with the students, the conditions under which knowledge at the level of the doxa is superseded by true knowledge, at the level of the logos.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 / Educator
Levels
Roles
Together
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[Humans'] capacity to intervene, to compare, to judge, to decide, to choose, to desist makes them capable of acts of greatness, of dignity, and, at the same time, of the unthinkable in terms of indignity.
Paulo Freire / Educator
Dignity
Greatness
Judging
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Those truly committed to liberation must reject the banking concept in its entirety, adopting instead a concept of women and men as conscious beings and consciousness as consciousness intent upon the world.
Paulo Freire / Educator
Women
Men
Adopting
Banking
Committed
Conscious
Consciousness
Entirety
Liberation
World
Men Women World
Beings
Those
Concept
Women Men World
Must
Instead
Intent
Reject
Truly
Women And Men
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In order for the oppressed to unite they must first cut the umbilical cord of magic and myth which binds them to the world of oppression; the unity which links them to each other must be of a different nature.
Paulo Freire / Educator
Cutting
Magic
Order
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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 / Educator
Attitude
Caring
Teaching
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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 / Educator
Assumption
Banking
World
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The oppressors develop a series of methods precluding any presentation of the world as a problem and showing it rather as a fixed entity, as something given--something to which people, as mere spectators, must adapt.
Paulo Freire / Educator
People
Problem
World
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In sum: banking theory and practice, as immobilizing and fixating forces, fail to acknowledge men and women as historical beings; problem-posing theory and practice take the people's historicity as their starting point.
Paulo Freire / Educator
Men
People
Practice
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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 / Educator
Needs
People
Teaching
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In order for this struggle to have meaning, the oppressed must not, in seeking to regain their humanity (which is a way to create it), become in turn oppressors of the oppressors, but rather restorers of the humanity of both
Paulo Freire / Educator
Humanity
Order
Struggle
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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 / Educator
Teacher
Taught
Teaching
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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 / Educator
Teacher
Mean
Teaching
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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 / Educator
Men
Process
Unfinished
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Welfare programs as instruments of manipulation ultimately serve the end of conquest. They act as an anesthetic, distracting the oppressed from the true causes of their problems and from the concrete solutions of these problems.
Paulo Freire / Educator
Causes
Manipulation
Welfare Programs
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It's really not possible for someone to imagine himself/herself as a subject in the process of becoming without having at the same time a disposition for change. And change of which she/he is not merely the victim but the subject.
Paulo Freire / Educator
Becoming
Imagine
Victim
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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 / Educator
Doubt
Listening
Teaching
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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 / Educator
Educational
Philosophy
School
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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 / Educator
Order
Reality
Struggle
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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 / Educator
Educational
People
Views
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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 / Educator
Educational
Philosophy
Self
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It is not systematic education which somehow molds society, but, on the contrary, society which, according to its particular structure, shapes education in relation to the ends and interests of those who control the power in that society.
Paulo Freire / Educator
Contrary
Mold
Relation
Shapes
Structure
Systematic
According
Interests
On The Contrary
Somehow
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It is necessary that the weakness of the powerless is transformed into a force capable of announcing justice. For this to happen, a total denouncement of fatalism is necessary. We are transformative beings and not beings for accommodation.
Paulo Freire / Educator
Force
Justice
Weakness
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The more we become able to become a child again, to keep ourselves childlike, the more we can understand that because we love the world and we are open to understanding, to comprehension, that when we kill the child in us, we are no longer.
Paulo Freire / Educator
Children
Understanding
World
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This book will present some aspects of what the writer has termed the pedagogy of the oppressed, a pedagogy which must be forged with, not for, the oppressed (whether individuals or peoples) in the incessant struggle to regain their humanity.
Paulo Freire / Educator
Book
Humanity
Struggle
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This pedagogy makes oppression and its causes objects of reflection by the oppressed, and from that reflection will come their necessary engagement in the struggle for their liberation. And in the struggle this pedagogy will be made and remade
Paulo Freire / Educator
Feminist
Reflection
Struggle
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Just as it is important in Latin America to discuss ideas that come from North America, I think it is interesting for North Americans to discuss ideas that come from Latin America or Africa and do not insert themselves into capitalist interests.
Paulo Freire / Educator
Capitalist
Ideas
Insert
Latin
Latin America
North America
Thinking
Africa
Discuss
North
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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 / Educator
Men
Ideas
Quests
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The earliest language was body language and, since this language is the language of questions, if we limit the questions, and if we only pay attention to or place values on spoken or written language, then we are ruling out a large area of human language.
Paulo Freire / Educator
Attention
Body
Pay
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In problem-posing education, people develop their power to perceive critically the way they exist in the world with which and in which they find themselves; they come to see the world not as a static reality, but as a reality in process, in transformation.
Paulo Freire / Educator
People
Reality
World
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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 / Educator
Teacher
Taught
Teaching
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The oppressors do not perceive their monopoly on having more as a privilege which dehumanizes others and themselves. They cannot see that, in the egoistic pursuit of having as a possessing class, they suffocate in their own possessions and no longer are; they merely have.
Paulo Freire / Educator
Class
Monopoly
Privilege
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some may think that to affirm dialogue—the encounter of women and men in the world in order to transform the world—is naively and subjectively idealistic. there is nothing, however, more real or concrete than people in the world and with the world, than humans with other humans.
Paulo Freire / Educator
Men
Real
Thinking
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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 / Educator
Example
Redemption
Struggle
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When we live our lives with the authenticity demanded by the practice of teaching that is also learning and learning that is also teaching, we are participating in a total experience.... In this experience the beautiful, the decent, and the serious form a circle with hands joined.
Paulo Freire / Educator
Teacher
Beautiful
Teaching
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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 / Educator
Communication
Teacher
Reality
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The behavior and reactions of the oppressed, which lead the oppressor to practice cultural invasion, should evoke from the revolutionary a different theory of action. What distinguishes revolutionary leaders from the dominant elite is not only their objectives, but their procedures.
Paulo Freire / Educator
Invasion
Practice
Revolutionary Leaders
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The oppressed want at any cost to resemble the oppressors." "They call themselves ignorant and say the 'professor' is the one who has knowledge and to whom they should listen." "Almost never do they realize that they, too, 'know things' they have learned in their relations with the world.
Paulo Freire / Educator
Cost
Ignorant
World
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Coherently democratic authority carries the conviction that true discipline does not exist in the muteness of those who have been silenced but in the stirrings of those who have been challenged, in the doubt of those who have been prodded, and in the hopes of those who have been awakened.
Paulo Freire / Educator
Discipline
Doe
Doubt
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Indeed, some "revolutionaries" brand as "innocents," "dreamers," or even "reactionaries"; those who would challenge this educational practice. But one does not liberate people by alienating them. Authentic liberation - the process of humanization - is not another deposit to be made in men.
Paulo Freire / Educator
Men
Educational
Practice
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Being tolerant does not mean acquiescing to the intolerable; it does not mean covering up disrespect; it does not mean coddling the aggressor or disguising aggression. Tolerance is the virtue that teaches us to live with the different. It teaches us to learn from and respect the different.
Paulo Freire / Educator
Disrespect
Mean
Tolerance
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Whereas banking education anesthetizes and inhibits creative power, problem-posing education involves a constant unveiling of reality. The former attempts to maintain the submersion of consciousness; the latter strives for the emergence of consciousness and critical intervention in reality.
Paulo Freire / Educator
Creative
Reality
Unveiling
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The more people participate in the process of their own education, and the more people participate in defining what kind of production to produce, and for what and why, the more people participate in the development of their selves. The more people become themselves, the better the democracy.
Paulo Freire / Educator
Democracy
People
Self
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Educators need to know what happens in the world of the children with whom they work. They need to know the universe of their dreams, the language with which they skillfully defend themselves from the aggressiveness of their world, what they know independently of the school, and how they know it.
Paulo Freire / Educator
Dream
Children
School
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Critical and liberating dialogue, which presupposes action, must be carried on with the oppressed at whatever the stage of their struggle for liberation. The content of that dialogue can and should vary in accordance with historical conditions and the level at which the oppressed perceive reality.
Paulo Freire / Educator
Action
Conditions
Critical
Dialogue
Historical
Liberating
Oppressed
Perceive
Stage
Struggle
Vary
Accordance
Content
Carried
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