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
PAULO FREIREHow 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.
More Paulo Freire Quotes
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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.
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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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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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Education as the exercise of domination stimulates the credulity of the students.
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language is never neutral
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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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One of the methods of manipulation is to inoculate individuals with the bourgeois appetite for personal success.
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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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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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Without a sense of identity, there can be no real struggle.
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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.
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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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The oppressors do not favor promoting the community as a whole, but rather selected leaders.
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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.
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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.
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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.
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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.
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The oppressed, instead of striving for liberation, tend themselves to become oppressors.
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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.
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To simply think about the people, as the dominators do, without any self-giving in that thought, to fail to think with the people, is a sure way to cease being revolutionary leaders.
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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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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 future isn’t something hidden in a corner.The future is something we build in the present.
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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.
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I am an educator who thinks globally.
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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.’
PAULO FREIRE