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Faith in people is an a priori requirement for dialogue.

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
Requirement
Requirements
Dialogue
Faith
People
Priori

More quotes by Paulo Freire

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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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In the banking concept of education, knowledge is a gift bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing... The teacher presents himself to his students as their necessary opposite by considering their ignorance absolute, he justifies his own existence.
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... there are moments in which the teacher, as the authority talks to the learners, says what must be done, establishes limits without which the very freedom of learners is lost in lawlessness, but these moments, in accordance with the political options of the educator, are alternated with others in which the educator speaks with the learner.
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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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The former oppressors do not feel liberated. On the contrary, they genuinely consider themselves to be oppressed.
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Although the teachers or the students are not the same, the person in charge of education is being formed or re-formed as he/she teaches, and the person who is being taught forms him/herself in the process. ...There is, in fact, no teaching without learning.
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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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The hope of remaking the world is indispensable in the struggle of oppressed men and women.
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Dialogue cannot exist without humility.
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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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No reality transforms itself.
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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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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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To study is not to consume ideas, but to create and re-create them.
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True generosity consists precisely in fighting to destroy the causes which nourish false charity.
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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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Education as the exercise of domination stimulates the credulity of the students.
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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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The behavior of the oppressed is a prescribed behavior, following as it does the guidelines of the oppressor.
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Because love is an act of courage, not of fear, love is a commitment to others. No matter where the oppressed are found, the act of love is commitment to their cause--the cause of liberation.
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