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What if we discover that our present way of life is irreconcilable with our vocation to become fully human?

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
Destiny
Present
Become
Human
Humans
Irreconcilable
Way
Vocation
Life
Discover
Fully

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It doesnt hurt to repeat here the statement, still rejected by many people in spite of its obviousness, that education is a political act.
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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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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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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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For people, 'here' signifies not merely a physical space, but also an historical space.
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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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This capacity to go beyond the factors of conditioning is one of the obvious advantages of the human person.
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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 unfinished character of human beings and the transformational character of reality necessitate that education be an ongoing activity.
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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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Learning is a process where knowledge is presented to us, then shaped through understanding, discussion and reflection.
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Only through communication can human life hold meaning.
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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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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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Education as the exercise of domination stimulates the credulity of the students.
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Indeed, the interests of the oppressors lie in 'changing the consciousness of the oppressed, not the situation which oppresses them.
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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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The greatest humanistic and historical task of the oppressed: to liberate themselves.
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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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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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