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Paulo Freire -
Reality
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A deepened consciousness of their situation leads people to apprehend that situation as an historical reality susceptible of transformation.
Paulo Freire
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The unfinished character of human beings and the transformational character of reality necessitate that education be an ongoing activity.
Paulo Freire
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The object of a dialogical-liberterian action is not to 'dislodge' the oppressed from a mythological reality in order to 'bind' them to another reality. On the contrary, the object of dialogical action is to make it possible for the oppressed, by perceiving their adhesion, to opt to transform an unjust reality.
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People will be truly critical if they live in the plenitude of the praxis, that is, if their action encompasses a critical reflection which increasingly organizes their thinking and thus leads them to move from a purely naive knowledge of reality to a higher level, one which enables them to perceive the causes of reality.
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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.
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Individuals who were submerged in reality, merely feeling their needs, emerge from reality and perceive the causes of their needs.
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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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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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To affirm that men and women are persons and as persons should be free, and yet to do nothing tangible to make this affirmation a reality, is a farce.
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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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
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)
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