Quote

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.

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
Thinking
Achieve
Precepts
Philosophy
Adapt
Literature
Educational
Order
Atmosphere
School
Discover
Home
Satisfaction
Must
Soon
Think
Students
Prolonged

More quotes by Paulo Freire

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Faith in people is an a priori requirement for dialogue.
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The unfinished character of human beings and the transformational character of reality necessitate that education be an ongoing activity.
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I cannot be a teacher without exposing who I am.
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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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Any attempt to treat people as semihumans only dehumanizes them.
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The oppressors do not favor promoting the community as a whole, but rather selected leaders.
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The teacher is no longer merely the-one-who-teaches, but one who is him/herself taught in dialogue with the students, who in turn while being taught also teach. They become jointly responsible for a process in which all grow.
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The intellectual activity of those without power is always characterized as non-intellectual.
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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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True generosity consists precisely in fighting to destroy the causes which nourish false charity.
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The oppressed find in the oppressors their model of 'manhood.'
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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 want at any cost to resemble the oppressors. They call themselves ignorant and say the 'professor' is the one who has knowledge and to whom they should listen. Almost never do they realize that they, too, 'know things' they have learned in their relations with the world.
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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 behavior and reactions of the oppressed, which lead the oppressor to practice cultural invasion, should evoke from the revolutionary a different theory of action. What distinguishes revolutionary leaders from the dominant elite is not only their objectives, but their procedures.
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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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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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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.
Paulo Freire
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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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It is not suprising that the banking concept of education regards men as adaptable, manageable beings.
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