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.
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.
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.
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.
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.
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
… 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.
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.
