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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
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True solidarity is found only in the plenitude of this act of love, and in its existentiality, in its praxis.
Paulo Freire
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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
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The culture of the dominant class hinders the affirmation of men as beings of decision.
Paulo Freire
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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
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The basic thing, starting from the initial perception of these nuclei of contradictions (which include the principal contradiction of society as a larger epochal unit) is to study the inhabitants' awareness of these contradictions.
Paulo Freire
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Finally, cultural revolution develops the practice of permanent dialogue between leaders and people and consolidates the participation of the people in power.
Paulo Freire
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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.
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People are fulfilled only to the extent that they create their world (which is a human world), and create it with their transforming labor. The fulfillment of humankind as human beings lies, then, in the fulfillment of the world. If for a person to be in the world of work is to be totally dependent, insecure, and permanently threatened—if their work does not belong to them—the person cannot be fulfilled. Work that is not free ceases to be a fulfilling pursuit and becomes an effective means of dehumanization.
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As long as they live in the duality in which to be is to to be like, and to be like is to be like the oppressor, this contribution is impossible.
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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.
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To study is not to consume ideas, but to create and re-create them.
Paulo Freire
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In problem-posing education, people develop their power to perceive critically the way they existin 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.
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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.
Paulo Freire
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Faith in people is an a priori requirement for dialogue.
Paulo Freire
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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.
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Yet only through communication can human life hold meaning.
Paulo Freire
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Because love is an act of courage, not of fear, love is a commitment to others. No matter where the oppressed are found, the act of love is commitment to their cause—the cause of liberation.
Paulo Freire
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Dialogue cannot exist, however, in the absence of a profound love for the world and its people.
Paulo Freire
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Even revolution, which transforms a concrete situation of oppression by establishing the process of liberation, must confront this phenomenon. Many of the oppressed who directly or indirectly participate in revolution intend - conditioned by the myths of the old order - to make it their private revolution. The shadow of their former oppressor is still cast over them.
Paulo Freire
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It is accomplished by the oppressors depositing myths indispensable to the preservation of the status quo.
Paulo Freire
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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.
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Thematic investigation thus becomes a common striving towards awareness of reality and towards self-awareness, which makes this investigation a starting point for the educational process or for cultural action of a liberating character.
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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.
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Attempting to liberate the oppressed without their reflective participation in the act of liberation is to treat them as objects that must be saved from a burning building.
Paulo Freire
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As the oppressor minority subordinates and dominates the majority, it must divide it and keep it divided in order to remain in power.
Paulo Freire
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The oppressed, instead of striving for liberation, tend themselves to become oppressors
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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.
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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.
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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.
Paulo Freire
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Quote of the day
Nobody ever did anything very foolish except from some strong principle.
William Lamb, 2nd Viscount Melbourne
Paulo Freire
Creative Commons
Born:
September 19, 1921
Died:
May 2, 1997
(aged 75)
Bio:
Paulo Reglus Neves Freire was a Brazilian educator who was a leading advocate of critical pedagogy.
Known for:
Pedagogy of the Oppressed (1968)
Education for critical consciousness (1973)
Pedagogy of hope (1994)
The Politics of Education (1993)
Pedagogy of freedom
Most used words:
people
oppressed
oppressors
reality
students
liberation
education
action
beings
order
struggle
process
leaders
dialogue
human
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