Pedagogy Of The Oppressed Quotes - Page 2

• Freedom is acquired by conquest, not by gift. It must be pursued constantly and responsibly. Freedom is not an ideal located outside of man; nor is it an idea which becomes myth. It is rather the indispensable condition for the quest for human completion.

  Paulo Freire

  Men, Ideas, Quests

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.33, Bloomsbury Publishing USA

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• The unfinished character of human beings and the transformational character of reality necessitate that education be an ongoing activity.

  Paulo Freire

  Character, Reality, Ongoing

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

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• Without a sense of identity, there can be no real struggle.

  Paulo Freire

  Real, Struggle, Identity

  "The Politics of Education: Culture, Power, and Liberation". Book by Paulo Freire, 1985.

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• 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

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• Problem-posing education affirms men and women as beings in the process of becoming.

  Paulo Freire

  Men, Becoming, Problem

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

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

  Paulo Freire

  Strive, Liberation, Oppressors

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

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• [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

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• This book will present some aspects of what the writer has termed the pedagogy of the oppressed, a pedagogy which must be forged with, not for, the oppressed (whether individuals or peoples) in the incessant struggle to regain their humanity.

  Paulo Freire

  Struggle, Book, Humanity

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

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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

  Mean, Past, Understanding

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

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• It is not suprising that the banking concept of education regards men as adaptable, manageable beings.

  Paulo Freire

  Men, Banking, Adaptable

  "Pedagogy of the Oppressed". Book by Paulo Freire, Chapter 2, 1968.

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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

  Paulo Freire

  Destiny, Order, Historical

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

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• 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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• 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

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

  Paulo Freire

  Dehumanization, Liberation, Divided

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

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• Education as the exercise of domination stimulates the credulity of the students.

  Paulo Freire

  Exercise, Students, Domination

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

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• Certain members of the oppressor class join the oppressed in their struggle for liberation.

  Paulo Freire

  Struggle, Class, Members

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.42, Bloomsbury Publishing USA

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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.

  Paulo Freire

  Thinking, Self, Revolutionary Leaders

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.132, Bloomsbury Publishing USA

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• Education is suffering from narration sickness.

  Paulo Freire

  Suffering, Sickness, Narration

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.51, Bloomsbury Publishing USA

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• Any attempt to treat people as semihumans only dehumanizes them.

  Paulo Freire

  People, Treats

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.47, Bloomsbury Publishing USA

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• Those truly committed to liberation must reject the banking concept in its entirety, adopting instead a concept of women and men as conscious beings and consciousness as consciousness intent upon the world.

  Paulo Freire

  Men, Banking, World

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.79, Bloomsbury Publishing USA

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• This pedagogy makes oppression and its causes objects of reflection by the oppressed, and from that reflection will come their necessary engagement in the struggle for their liberation. And in the struggle this pedagogy will be made and remade

  Paulo Freire

  Struggle, Reflection, Feminist

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

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• How can the oppressed, as divided, unauthentic beings, participate in developing the pedagogy of their liberation? Only as they discover themselves to be 'hosts' of the oppressor can they contribute to the midwifery of their liberating pedagogy. As long as they live in the duality in which to be is to be like and to be like is to be like the oppressor, this contribution is impossible. The pedagogy of the oppressed is an instrument for their critical discovery that both they and their oppressors are manifestations of dehumanization.

  Paulo Freire

  Discovery, Long, Impossible

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

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• Pedagogy of the Oppressed resonated with progressive educators, already committed to a 'child-centered' rather than a 'teacher-directed' approach to classroom instruction. Freire's rejection of teaching content knowledge seemed to buttress what was already the ed schools' most popular theory of learning, which argued that students should work collaboratively in constructing their own knowledge and that the teacher should be a 'guide on the side,' not a 'sage on the stage.'

  Sol Stern

  Education, Teacher, Children

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