language is never neutral
PAULO FREIRELooking at the past must only be a means of understanding more clearly what and who they are so that they can more wisely build the future.
More Paulo Freire Quotes
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Education is an act of love, and thus an act of courage
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One of the methods of manipulation is to inoculate individuals with the bourgeois appetite for personal success.
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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
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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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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.’
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The oppressed, instead of striving for liberation, tend themselves to become oppressors.
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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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Without a sense of identity, there can be no real struggle.
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… 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.
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In order to have the continued opportunity to express their “generosity” the oppressors must perpetuate injustice as well.
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Teacher preparation should go beyond the technical preparation of teachers and be rooted in the ethical formation both of selves and of history.
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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.
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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.
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It would be extremely naive to expect the dominant classes to develop a type of education that would enable subordinate classes to perceive social injustices critically.
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Looking at the past must only be a means of understanding more clearly what and who they are so that they can more wisely build the future.
PAULO FREIRE