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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.

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
Pure
Theory
Requirement
Relationship
Blah
Becomes
Activism
Simply
Requirements
Practice
Reflection
Otherwise
Critical

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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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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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Any attempt to treat people as semihumans only dehumanizes them.
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Submission to suffering is a form of annihilation, but transformation of suffering rekindles a faith that gives life.
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A revolutionary leadership must accordingly practice co-intentional education.
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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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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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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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Indeed, the interests of the oppressors lie in 'changing the consciousness of the oppressed, not the situation which oppresses them.
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Education is suffering from narration sickness.
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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 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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Education as the exercise of domination stimulates the credulity of the students.
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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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Any situation in which some men prevent others from engaging in the process of inquiry is one of violence… to alienate humans from their own decision making is to change them into objects.
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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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To speak a true word is to transform the world.
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For people, 'here' signifies not merely a physical space, but also an historical space.
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I cannot be a teacher without exposing who I am.
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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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