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The intellectual activity of those without power is always characterized as non-intellectual.

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
Always
Characterized
Diversity
Activity
Intellectual
Justice
Culture
Power
Without

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A fact which is not denied but whose truths are rationalized loses its objective base. It ceases to be concrete and becomes a myth created in defense of the class of the perceiver.
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... there are moments in which the teacher, as the authority talks to the learners, says what must be done, establishes limits without which the very freedom of learners is lost in lawlessness, but these moments, in accordance with the political options of the educator, are alternated with others in which the educator speaks with the learner.
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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.
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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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The trust of the people in the leaders reflects the confidence of the leaders in the people.
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It would be a contradiction in terms if the oppressors not only defended but actually implemented a liberating education.
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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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Reading is not walking on the words it's grasping the soul of them.
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The oppressors do not perceive their monopoly on having more as a privilege which dehumanizes others and themselves. They cannot see that, in the egoistic pursuit of having as a possessing class, they suffocate in their own possessions and no longer are they merely have.
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The former oppressors do not feel liberated. On the contrary, they genuinely consider themselves to be oppressed.
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There is, in fact, no teaching without learning.
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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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Any attempt to treat people as semihumans only dehumanizes them.
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Teachers who do not take their own education seriously, who do not study, who make little effort to keep abreast of events have no moral authority to coordinate the activities of the classroom.
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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.
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The revolutionary's role is to liberate, and to be liberated, with the people--not to win them over.
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Submission to suffering is a form of annihilation, but transformation of suffering rekindles a faith that gives life.
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At times, I have been criticized by some philosophers of education, who place me in postures that they classify pejoratively as 'revolutionary.' But I have had the satisfaction of being invited to work in societies making progressive efforts without wavering. They were changing, and so they called on me.
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How can the oppressed, as divided, unauthentic beings, participate in developing the pedagogy of their liberation?
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No one can be authentically human while he prevents others from being so.
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