Quote

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.

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
Constant
Strife
Inhibits
Consciousness
Involves
Unveiling
Education
Whereas
Strives
Creative
Maintain
Posing
Reality
Latter
Emergence
Power
Former
Banking
Problem
Strive
Attempts
Critical
Intervention

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Any attempt to treat people as semihumans only dehumanizes them.
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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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True generosity consists precisely in fighting to destroy the causes which nourish false charity.
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It is not suprising that the banking concept of education regards men as adaptable, manageable beings.
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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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It would be a contradiction in terms if the oppressors not only defended but actually implemented a liberating education.
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Critical reflection on practice is a requirement of the relationship between theory and practice. Otherwise theory becomes simply blah, blah, blah, and practice, pure activism.
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One cannot expect positive results from an educational or political action program which fails to respect the particular view of the world held by the people. Such a program constitutes cultural invasion, good intentions notwithstanding.
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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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The educator has the duty of not being neutral.
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Reflection and action must never be undertaken independently.
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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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The teacher is no longer merely the-one-who-teaches, but one who is him/herself taught in dialogue with the students, who in turn while being taught also teach. They become jointly responsible for a process in which all grow.
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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 trust of the people in the leaders reflects the confidence of the leaders in the people.
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The oppressed find in the oppressors their model of 'manhood.'
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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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To speak a true word is to transform the world.
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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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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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