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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.

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
Toward
Students
Educator
Teaching
Indispensable
Attitude
Student
Education
Caring
Process
Develop
Part
Committed
Loving

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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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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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It is not suprising that the banking concept of education regards men as adaptable, manageable beings.
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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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Learning is a process where knowledge is presented to us, then shaped through understanding, discussion and reflection.
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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.
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I cannot be a teacher without exposing who I am.
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True generosity consists precisely in fighting to destroy the causes which nourish false charity.
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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 behavior of the oppressed is a prescribed behavior, following as it does the guidelines of the oppressor.
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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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Reflection and action must never be undertaken independently.
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No pedagogy which is truly liberating can remain distant from the oppressed by treating them as unfortunates and by presenting for their emulation models from among the oppressors. The oppressed must be their own example in the struggle for their redemption (Freire, 1970, p. 54).
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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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The hope of remaking the world is indispensable in the struggle of oppressed men and women.
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The oppressed find in the oppressors their model of 'manhood.'
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It's really not possible for someone to imagine himself/herself as a subject in the process of becoming without having at the same time a disposition for change. And change of which she/he is not merely the victim but the subject.
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There is, in fact, no teaching without learning.
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The more people participate in the process of their own education, and the more people participate in defining what kind of production to produce, and for what and why, the more people participate in the development of their selves. The more people become themselves, the better the democracy.
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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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