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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.'

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
Role
Certitude
Teaching
Contents
Roles
Educator
Philosophy
Tranquil
Literature
Correct
Also
Educational
Thinking
Possession
Regard

More quotes by Paulo Freire

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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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Reading is not walking on the words it's grasping the soul of them.
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Whether the teacher is authoritarian, undisciplined, competent, incompetent, serious, irresponsible, involved, a lover of people and of life, cold, angry with the world, bureaucratic, excessively rational, or whatever else, he/she will not pass through the classroom without leaving his or her mark on the students.
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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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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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Dialogue cannot exist without humility.
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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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How can the oppressed, as divided, unauthentic beings, participate in developing the pedagogy of their liberation?
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The intellectual activity of those without power is always characterized as non-intellectual.
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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.
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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.
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It would be extremely naive to expect the dominant classes to develop a type of education that would enable subordinate classes to perceive social injustices critically.
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In order for the oppressed to be able to wage the struggle for their liberation, they must perceive the reality of oppression not as a closed world from which there is no exit , but as a limiting situation which they can transform.
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To study is not to consume ideas, but to create and re-create them.
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No one can be authentically human while he prevents others from being so.
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I cannot be a teacher without exposing who I am.
Paulo Freire
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some may think that to affirm dialogue—the encounter of women and men in the world in order to transform the world—is naively and subjectively idealistic. there is nothing, however, more real or concrete than people in the world and with the world, than humans with other humans.
Paulo Freire
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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.
Paulo Freire
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A revolutionary leadership must accordingly practice co-intentional education.
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I am dealing with people and not with things. And, because I am dealing with people, I cannot refuse my wholehearted and loving attention, even in personal matters, where I see that a student is in need of such attention.
Paulo Freire