Paulo Freire Quotes About Pedagogy

Quotes about: Pedagogy

• No one is born fully-formed: it is through self-experience in the world that we become what we are.

  Paulo Freire

  Self, Experience, World

• 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

  People, Decision, Leader

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.126, Bloomsbury Publishing USA

• Washing one's hands of the conflict between the powerful and the powerless means to side with the powerful, not to be neutral.

  Paulo Freire

  Peace, Honesty, Powerful

  Paulo Freire (1985). “The Politics of Education: Culture, Power, and Liberation”, p.122, Greenwood Publishing Group

• Education either functions as an instrument which is used to facilitate integration of the younger generation into the logic of the present system and bring about conformity or it becomes the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world.

  Paulo Freire

  Educational, Learning, Creativity

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.34, Bloomsbury Publishing USA

• True generosity consists precisely in fighting to destroy the causes which nourish false charity. False charity constrains the fearful and subdued, the "rejects of life," to extend their trembling hands. True generosity lies in striving so that these hands--whether of individuals or entire peoples--need be extended less and less in supplication, so that more and more they become human hands which work and, working, transform the world.

  Paulo Freire

  Lying, Fighting, Hands

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.32, Bloomsbury Publishing USA

• The oppressed, instead of striving for liberation, tend themselves to become oppressors.

  Paulo Freire

  Strive, Liberation, Pedagogy Of The Oppressed

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.32, Bloomsbury Publishing USA

• [T]he more radical the person is, the more fully he or she enters into reality so that, knowing it better, he or she can transform it. This individual is not afraid to confront, to listen, to see the world unveiled. This person is not afraid to meet the people or to enter into a dialogue with them. This person does not consider himself or herself the proprietor of history or of all people, or the liberator of the oppressed; but he or she does commit himself or herself, within history, to fight at their side.

  Paulo Freire

  Fighting, Reality, Knowing

• The oppressors do not favor promoting the community as a whole, but rather selected leaders.

  Paulo Freire

  Community, Leader, Favors

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.103, Bloomsbury Publishing USA

• 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

  Mean, Past, Understanding

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.60, Bloomsbury Publishing USA

• Any situation in which some men prevent others from engaging in the process of inquiry is one of violence;… to alienate humans from their own decision making is to change them into objects.

  Paulo Freire

  Men, Decision, Inquiry

• 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 Freire

  Destiny, Order, Historical

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.31, Bloomsbury Publishing USA

• In problem-posing education, people develop their power to perceive critically the way they exist in 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.

  Paulo Freire

  Reality, People, World

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.83, Bloomsbury Publishing USA

• The greatest humanistic and historical task of the oppressed: to liberate themselves.

  Paulo Freire

  Freedom, Historical, Tasks

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.32, Bloomsbury Publishing USA

• 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

  Learning, Hopeful, Inquiry

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.52, Bloomsbury Publishing USA

• Education must begin with the solution of the teacher-student contradiction, by reconciling the poles of the contradiction so that both are simultaneously teachers and students.

  Paulo Freire

  Teacher, Students, Contradiction

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.52, Bloomsbury Publishing USA

• No pedagogy which is truly liberating can remain distant from the oppressed by treating them as unfortunates and by presenting for their emulation models from among the oppressors. The oppressed must be their own example in the struggle for their redemption (Freire, 1970, p. 54).

  Paulo Freire

  Struggle, Example, Redemption

• Education as the exercise of domination stimulates the credulity of students, with the ideological intent (often not perceived by educators) of indoctrinating them to adapt to the world of oppression.

  Paulo Freire

  Exercise, World, Students

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.56, Bloomsbury Publishing USA

• Indeed, the interests of the oppressors lie in 'changing the consciousness of the oppressed, not the situation which oppresses them.

  Paulo Freire

  Lying, Consciousness, Interest

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.53, Bloomsbury Publishing USA

• One cannot expect positive results from an educational or political action program which fails to respect the particular view of the world held by the people. Such a program constitutes cultural invasion, good intentions notwithstanding.

  Paulo Freire

  Educational, Views, People

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.68, Bloomsbury Publishing USA

• Through dialogue, the teacher-of-the-students and the students-of-the-teacher cease to exist and a new term emerges: teacher-student with students-teachers.

  Paulo Freire

  Teacher, Students, Term

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.80, Bloomsbury Publishing USA

• Liberating education consists in acts of cognition, not transferrals of information

  Paulo Freire

  Information, Cognition, Pedagogy Of The Oppressed

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.57, Bloomsbury Publishing USA

• An unauthentic word, one which is unable to transform reality, results when dichotomy is imposed upon its constitutive elements. When a word is deprived of its dimension of action, reflection automatically suffers as well; and the word is changed into idle chatter, into verbalism, into an alienated and alienating “blah.” It becomes an empty word, one which cannot denounce the world, for denunciation is impossible without a commitment to transform, and there is no transformation without action.

  Paulo Freire

  Commitment, Reality, Reflection

• How can the oppressed, as divided, unauthentic beings, participate in developing the pedagogy of their liberation?

  Paulo Freire

  Dehumanization, Liberation, Pedagogy Of The Oppressed

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.48, Bloomsbury Publishing USA

• Liberation is a praxis: the action and reflection of men and women upon their world in order to transform it.

  Paulo Freire

  Men, Reflection, Order

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.56, Bloomsbury Publishing USA

• But almost always, during the initial stage of the struggle, the oppressed, instead of striving for liberation, tend themselves to become oppressors, or sub oppressors. The very structure of their thought has been conditioned by the contradiction of the concrete, existential situation by which they were shaped. Their ideal is to be men; but for them to be men is to be oppressors

  Paulo Freire

  Struggle, Men, Existential

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.45, Bloomsbury Publishing USA

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