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Submission to suffering is a form of annihilation, but transformation of suffering rekindles a faith that gives life.

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
Gives
Suffering
Faith
Form
Giving
Life
Annihilation
Submission
Transformation

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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 intellectual activity of those without power is always characterized as non-intellectual.
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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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It is necessary that the weakness of the powerless is transformed into a force capable of announcing justice. For this to happen, a total denouncement of fatalism is necessary. We are transformative beings and not beings for accommodation.
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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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some may think that to affirm dialogue—the encounter of women and men in the world in order to transform the world—is naively and subjectively idealistic. there is nothing, however, more real or concrete than people in the world and with the world, than humans with other humans.
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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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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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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 not suprising that the banking concept of education regards men as adaptable, manageable beings.
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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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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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No reality transforms itself.
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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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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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To study is not to consume ideas, but to create and re-create them.
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Reading is not walking on the words it's grasping the soul of them.
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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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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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