Quote

True generosity consists precisely in fighting to destroy the causes which nourish false charity.

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
True
Consists
Generosity
False
Destroy
Charity
Supplication
Causes
Pedagogy
Fighting
Nourish
Helping
Precisely

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What if we discover that our present way of life is irreconcilable with our vocation to become fully human?
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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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To speak a true word is to transform the world.
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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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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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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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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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Education as the exercise of domination stimulates the credulity of the students.
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For people, 'here' signifies not merely a physical space, but also an historical space.
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The intellectual activity of those without power is always characterized as non-intellectual.
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Problem-posing education affirms men and women as beings in the process of becoming.
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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 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 trust of the people in the leaders reflects the confidence of the leaders in the people.
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For cultural invasion to succeed, it is essential that those invaded become convinced of their intrinsic inferiority.
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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.
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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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Whereas banking education anesthetizes and inhibits creative power, problem-posing education involves a constant unveiling of reality. The former attempts to maintain the submersion of consciousness the latter strives for the emergence of consciousness and critical intervention in reality.
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I cannot be a teacher without exposing who I am.
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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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