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The behavior of the oppressed is a prescribed behavior, following as it does the guidelines of the oppressor.

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
Oppressor
Guidelines
Oppressors
Oppressed
Following
Behavior
Doe
Prescribed

More quotes by 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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To study is not to consume ideas, but to create and re-create them.
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There is, in fact, no teaching without learning.
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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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Education is an act of love, and thus an act of courage
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This pedagogy makes oppression and its causes objects of reflection by the oppressed, and from that reflection will come their necessary engagement in the struggle for their liberation. And in the struggle this pedagogy will be made and remade
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Education as the exercise of domination stimulates the credulity of the students.
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The greatest humanistic and historical task of the oppressed: to liberate themselves.
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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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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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Being tolerant does not mean acquiescing to the intolerable it does not mean covering up disrespect it does not mean coddling the aggressor or disguising aggression. Tolerance is the virtue that teaches us to live with the different. It teaches us to learn from and respect the different.
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I cannot be a teacher without exposing who I am.
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It is in our incompleteness, of which we are aware, that education as a permanent process is grounded. Women and men are capable of being educated only to the extent that they are capable of recognizing themselves as unfinished.
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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.'
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How can the oppressed, as divided, unauthentic beings, participate in developing the pedagogy of their liberation?
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It is not systematic education which somehow molds society, but, on the contrary, society which, according to its particular structure, shapes education in relation to the ends and interests of those who control the power in that society.
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The intellectual activity of those without power is always characterized as non-intellectual.
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One of the methods of manipulation is to inoculate individuals with the bourgeois appetite for personal success.
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It is only the oppressed who, by freeing themselves, can free their oppressors.
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This capacity to go beyond the factors of conditioning is one of the obvious advantages of the human person.
Paulo Freire