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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

Education as the exercise of domination stimulates the credulity of the students.
PAULO FREIRE

Domination Exercise Student
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

Doubt Listening Teaching
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

Assumption Banking World
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

People Problem World
… 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

Identity Taught Teacher Teaching
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

Mean Teacher Teaching
Teacher preparation should go beyond the technical preparation of teachers and be rooted in the ethical formation both of selves and of history.
PAULO FREIRE

Preparation Self Teacher
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

Hopeful Inquiry Learn
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

Force Justice Weakness
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

Attitude Caring Teaching
The future isn’t something hidden in a corner.The future is something we build in the present.
PAULO FREIRE

Corner Future Something
The role of the educator is one of tranquil possession of certitude in regard to the teaching of not only contents but also of ‘correct thinking.’
PAULO FREIRE

Educational Philosophy Teaching
… 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

Emerge Teacher Teaching
To teach is part of the very fabric of learning.
PAULO FREIRE

Fabric Teacher Torture
I am an educator who thinks globally.
PAULO FREIRE

Educator Globally Thinking
Individuals who were submerged in reality, merely feeling their needs, emerge from reality and perceive the causes of their needs.
PAULO FREIRE

Causes Feeling Reality

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.

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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.

Related Topics

Popular Authors

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