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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

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Paulo Freire
Age: 75 †
Born: 1921
Born: October 19
Died: 1997
Died: May 2
Economist
Educator
Philosopher
Poet Lawyer
Teacher
Writer
Timochenko
Paulo Reglus Neves Freire
Giving
Fail
Way
Failing
Think
Leader
Thinking
Simply
Pedagogy
People
Sure
Oppression
Thought
Revolutionary
Without
Cease
Self
Leaders

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Within the word we find two dimensions-reflection and action. If one is sacrificed even in part, the other immediately suffers. To speak a true word is to transform the world.
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Only through communication can human life hold meaning.
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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
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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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A revolutionary leadership must accordingly practice co-intentional education.
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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.
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Critical reflection on practice is a requirement of the relationship between theory and practice. Otherwise theory becomes simply blah, blah, blah, and practice, pure activism.
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I have never said, as is sometimes believed, or even suggested that lower-class children should not learn the so-called educated norm of the Portuguese language of Brazil. What I have said is that the problems of language always involve ideological questions and, along with them, questions of power.
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In order for the oppressed to unite they must first cut the umbilical cord of magic and myth which binds them to the world of oppression the unity which links them to each other must be of a different nature.
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How can the oppressed, as divided, unauthentic beings, participate in developing the pedagogy of their liberation?
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The hope of remaking the world is indispensable in the struggle of oppressed men and women.
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For cultural invasion to succeed, it is essential that those invaded become convinced of their intrinsic inferiority.
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To study is not to consume ideas, but to create and re-create them.
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It is absolutely essential that the oppressed participate in the revolutionary process with an increasingly critical awareness of their role as subjects of the transformation.
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Dialogue cannot exist without humility.
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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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The intellectual activity of those without power is always characterized as non-intellectual.
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There is no true word that is not at the same time a praxis. Thus, to speak a true word is to transform the world.
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The educator has the duty of not being neutral.
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The oppressed find in the oppressors their model of 'manhood.'
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