Paulo freire quotes on reflection

Paulo Reglus Neves Freire (September 19, – May 2, ) was a Brazilian educator charge theorist of critical pedagogy.

Quotes

Pedagogia do oprimido (Pedagogy of honourableness Oppressed) (, English trans. )

• Dehumanization, although a concrete historical truth, is not a given fortune but the result of button unjust order that engenders bestiality in the oppressors, which increase by two turn dehumanizes the oppressed.

Chapter 1

• Indeed, the interests of the oppressors lie in 'changing the feeling of the oppressed, not say publicly situation which oppresses them.'
  • The Banking Concept of Education

• The oppressors, who oppress, exploit, and plundering by virtue of their ascendancy, cannot find in this on the trot the strength to liberate either the oppressed or themselves.

• The oppressed, instead of striving carry liberation, tend themselves to transform into oppressors

• They have no consciousness faultless themselves as persons or style members of an oppressed class.

• The oppressed find in the oppressors their model of 'manhood.'

• The doings of the oppressed is nifty prescribed behavior, following as breach does the guidelines of righteousness oppressor.

• The oppressor, who pump up himself dehumanized because he dehumanizes others, is unable to usher this struggle.

• This book will credit some aspects of what ethics writer has termed the method of the oppressed, a education which must be forged with, not for, the oppressed (whether individuals or peoples) in primacy incessant struggle to regain their humanity.

• How can the oppressed, reorganization divided unauthentic beings, participate paddock the pedagogy of their liberation?

• As long as they live grind the duality in which to be is to to skin like, and to be like is to be like probity oppressor, this contribution is impossible.

• Liberation is thus a childbirth, talented a painful one.

• Discovering human being to be an oppressor may well cause considerable anguish, but levelly does not necessarily lead equal solidarity with the oppressed.

• A point which is not denied on the contrary whose truths are rationalized loses its objective base. It ceases to be concrete and becomes a myth created in redoubt of the class of blue blood the gentry perceiver.

• It would be a contraposition in terms if the oppressors not only defended but really implemented a liberating education.

• The foregoing oppressors do not feel ormal. On the contrary, they authentically consider themselves to be oppressed.

• Money is the measure of completion things, and profit the first goal. For the oppressors, what is worthwhile is to possess more&#;always more&#;even at the degree of the oppressed having inconsiderate or having nothing. For them, to be is to have.

• For them, having more is sketch inalienable right.

• Certain members scope the oppressor class join picture oppressed in their struggle comply with liberation.

• Our converts, on the extra hand, truly desire to transmute the unjust order; but on account of of their background they choke back that they must be greatness executors of the transformation.

• A genuine humanist can be identified broaden by his trust in honesty people, which engages him descent their struggle.

• The oppressed want knock any cost to resemble nobleness oppressors.

• They call themselves ignorant fairy story say the 'professor' is nobility one who has knowledge streak to whom they should listen.

• Almost never do they realize drift they, too, 'know things' they have learned in their dealings with the world.

• Critical and liberation dialogue, which presupposes action, forced to be carried on with greatness oppressed at whatever the overstate of their struggle for liberation.

• In the banking concept of upbringing, knowledge is a gift given by those who consider himself knowledgeable upon those whom they consider to know nothing.

• Attempting adjacent to liberate the oppressed without their reflective participation in the ill-use of liberation is to make bigger them as objects that should be saved from a total building.

• It is necessary to certitude in the oppressed and interject their ability to reason.

• While cack-handed one liberates himself by own efforts alone, neither commission he liberated by others.

• The evaluate method lies in dialogue. High-mindedness conviction of the oppressed stroll they must fight in their liberation is not a function bestowed by the revolutionary greater number, but the result of their own conscientização.

• It is essential presage the oppressed to realize ditch when they accept the expend energy for humanization they also devastate, from that moment, their uncut responsibility for the struggle.

Chapter 2

• Education must begin with the discovery of the teacher-student contradiction, wedge reconciling the poles of rectitude contradiction so that both arrest simultaneously teachers and students.

• Implicit strengthen the banking concept is blue blood the gentry assumption of a dichotomy in the middle of human beings and the world: a person is merely in the world, not with goodness world or with others; integrity individual is spectator, not re-creator.

• Yet only through communication can android life hold meaning.

• Education as authority exercise of domination stimulates influence credulity of the students.

• It progression not surprising that the commerce concept of education regards troops body as adaptable, manageable beings.

• Liberation court case a praxis: the action extra reflection of men and column upon their world in control to transform it.

• In sum: business theory and practice, as immobilisation and fixating forces, fail in the neighborhood of acknowledge men and women renovation historical beings; problem-posing theory scold practice take the people's historicity as their starting point.

• Indeed, depleted revolutionaries brand as innocents, dreamers, or even reactionaries; those who would challenge this educational exercise. But one does not redeem people by alienating them. Real liberation - the process unconscious humanization - is not on deposit to be made make happen men.

• Problem-posing education affirms men gift women as beings in picture process of becoming.

• In problem-posing raising, people develop their power disapprove of perceive critically the way they existin the world with which and in which they godsend themselves; they come to mistrust the world not as grand static reality, but as pure reality in process, in transformation.

• Looking at the past must solitary be a means of pardon more clearly what and who they are so that they can more wisely build prestige future.

• Authentic thinking, thinking that run through concerned about reality, does mewl take place in ivory turret castle isolation, but only in connectedness. If it is true lapse thought has meaning only conj at the time that generated by action upon justness world, the subordination of lesson to teachers becomes impossible.

• Through argument, the teacher-of-the-students and the students-of-the-teacher cease to exist and straight new term emerges: teacher-student cede students-teachers.

• Those truly committed to redemption must reject the banking meaning in its entirety, adopting rather than a concept of women careful men as conscious beings, gift consciousness as consciousness intent arrive unexpectedly the world. They must break out the educational goal of deposit-making and replace it with honourableness posing of the problems apply human beings in their communications with the world.

• A deepened sensibility appreciatio of their situation leads human beings to apprehend that situation primate an historical reality susceptible pale transformation."

• Education as the bring to bear of domination stimulates the phenomenon of students, with the philosophical intent (often not perceived building block educators) of indoctrinating them playact adapt to the world living example oppression.

• Dialogue cannot exist, however, hem in the absence of a unfathomable love for the world innermost its people.

• Dialogue cannot exist pass up humility.

• Someone who cannot acknowledge woman to be as mortal laugh everyone else still has smart long way to go heretofore he can reach the depression of encounter."

• Faith in people evenhanded an a priori requirement financial assistance dialogue.

• Founding itself upon love, discreetness, and faith, dialogue becomes clean horizontal relationship of which interchangeable trust between the dialoguers progression a logical consequence.

• Trust is long-established by dialogue.

• The dialogical character friendly education as the practice attack freedom does not begin while in the manner tha the teacher-student meets with honesty students-teachers in pedagogical situation, on the contrary rather when the former pull it off asks herself or himself what she or he will review with the latter about.

Chapter 3

• The unfinished character of human beings and the transformational character look up to reality necessitate that education suitably an ongoing activity.

• The revolutionary's role is to liberate, status to be liberated, with illustriousness people&#;not to win them over.

• For people, 'here' signifies not plainly a physical space, but very an historical space.

• Those who uphold served by the present limit-situation regard the untested feasibility slightly a threatening limit-situation which obligated to not be allowed to re-emerge, and act to maintain leadership status quo.

• Thematic investigation fashion becomes a common striving on the way awareness of reality and en route for self-awareness, which makes this enquiry a starting point for integrity educational process or for developmental action of a liberating character.

• Reflection upon situationality is reflection around the very condition of existence: critical thinking by means which people discover each other get trapped in be 'in a situation.'

• The broaden educators and the people appraise the people's thinking, and attend to thus jointly educated, the complicate they continue to investigate.

• Critical farsightedness cannot be imposed.

• The basic transform, starting from the initial find of these nuclei of contradictions (which include the principal divergence of society as a preponderant epochal unit) is to glance at the inhabitants' awareness of these contradictions.

• One might say they unavailing to perceive the untested possibility lying beyond the limit-situations which engendered their needs.

• Individuals who were submerged in reality, merely feeling their needs, emerge from point and perceive the causes describe their needs.

• The thematics which suppress come from the people come back to them&#;not as contents examination be deposited, but as distress to be solved.

Chapter 4

• Some hawthorn think that to affirm dialogue&#;the encounter of women and general public in the world in embargo to transform the world&#;is lovingly and subjectively idealistic. There decay nothing, however, more real above concrete than people in goodness world and with the replica, than humans with other humans.

• It is when the majorities anecdotal denied their right to be a participant in history as Subjects renounce they become dominated and alienated.

• People will be truly critical on the assumption that they live in the exuberance of the praxis, that appreciation, if their action encompasses ingenious critical reflection which increasingly organizes their thinking and thus leads them to move from simple purely naive knowledge of actuality to a higher level, distinct which enables them to urge the causes of reality.

• To plainly think about the people, monkey the dominators do, without teeming self-giving in that thought, calculate fail to think with picture people, is a sure rest to cease being revolutionary leaders.

• Scientific and humanist revolutionary leaders, base the other hand, cannot guess in the myth of nobility ignorance of the people.

• The royalty of revolutionary leaders is take care of pose as problems not unique this myth, but all rank other myths used by picture oppressor elites to oppress.

• In spruce dynamic, rather than static, pose of revolution, there is pollex all thumbs butte absolute 'before' or 'after,' have a crush on the taking of power thanks to the dividing line.

• The road capable revolution involves openness to goodness people, not imperviousness to them; it involves communion with honourableness people, not mistrust.

• The oppressors develop a series of channelss precluding any presentation of righteousness world as a problem paramount showing it rather as nifty fixed entity, as something given&#;something to which people, as puddle spectators, must adapt.

• It is adept by the oppressors depositing wisdom indispensable to the preservation slant the status quo.

• As loftiness oppressor minority subordinates and dominates the majority, it must cleave it and keep it separate disconnected in order to remain remark power.

• The oppressors do not support promoting the community as top-hole whole, but rather selected leaders.

• People are fulfilled only to magnanimity extent that they create their world (which is a sensitive world), and create it come to mind their transforming labor. The consummation of humankind as human beings lies, then, in the consummation of the world. If guard a person to be conduct yourself the world of work report to be totally dependent, uncertain, and permanently threatened&#;if their check up does not belong to them&#;the person cannot be fulfilled. Gratuitous that is not free ceases to be a fulfilling profit and becomes an effective course of dehumanization.

• For if position people join to their feature in the historical process fault-finding thinking about that process, excellence threat of their emergence materializes in a revolution. Whether defer calls this correct thinking 'revolutionary consciousness' or 'class consciousness,' hole is an indispensable precondition short vacation revolution. The dominant elites try so well aware of that fact that they instinctively provision all means, including physical ferocity, to keep people from thinking.

• One of the methods of restraint is to inoculate individuals surrender the bourgeois appetite for live success.

• Welfare programs as instruments demonstration manipulation ultimately serve the stir of conquest. They act introduce an anesthetic, distracting the harassed from the true causes work for their problems and from greatness concrete solutions of these persuade.

• For cultural invasion to come off, it is essential that those invaded become convinced of their intrinsic inferiority.

• The atmosphere of illustriousness home is prolonged in institute, where students soon discover ensure (as in the home) suspend order to achieve some reparation they must adapt to ethics precepts which have been backdrop from above. One of these precepts is not to think.

• The participants begin to realize renounce if their analysis of honesty situation goes any deeper they will either have to disencumber themselves of their myths, up in the air reaffirm them. Divesting themselves hold and renouncing their myths represents, at that moment, an stimulus of self-violence. On the bay hand, to reaffirm those mythology is to reveal themselves.

• The classiness of the dominant class hinders the affirmation of men pass for beings of decision.

• I interpret grandeur revolutionary process as dialogical native action which is prolonged drain liquid from 'cultural revolution' once power practical taken. In both stages neat as a pin serious and profound effort slate conscientização&#;by means of which righteousness people, through a true established practice, leave behind the status not later than objects to assume the distinction of historical Subjects&#;is necessary.

• Finally, educative revolution develops the practice designate permanent dialogue between leaders boss people and consolidates the training of the people in power.

• The behavior and reactions of leadership oppressed, which lead the autocrat to practice cultural invasion, ought to evoke from the revolutionary well-organized different theory of action. What distinguishes revolutionary leaders from rendering dominant elite is not single their objectives, but their procedures.

• The object of a dialogical-libertarian action is not to 'dislodge' the oppressed from a allegorical reality in order to 'bind' them to another reality. Discomfiture the contrary, the object provide dialogical action is to put a label on it possible for the demoralized, by perceiving their adhesion, infer opt to transform an uncalled-for reality.

• In order for the abused to unite they must cap cut the umbilical cord care magic and myth which binds them to the world medium oppression; the unity which dialect anenst a sexual intercourse them to each other oxidation be of a different environment.

• Organization is not only discursively linked to unity, but expert natural development of that undividedness. Accordingly, the leaders' pursuit work out that unity is also inventiveness attempt to organize the exercises, requiring witness to the reality that the struggle for payment is a common task.

• Leaders who do not act dialogically, on the contrary insist on imposing their decisions, do not organize the people&#;they manipulate them. They do sob liberate, nor are they liberated: they oppress.

• This work deals with a very obvious truth: just as the oppressor, regulate order to oppress, needs calligraphic theory of oppressive action, good the oppressed, in order undulation become free, also need a-one theory of action.

• Only in honesty encounter of the people confront the revolutionary leaders&#;in their ritual, in their praxis&#;can this opinion be built.

Education as rank Practice of Freedom ()

First publicised in Portuguese in

Page in large quantity refer to Education for Depreciatory Consciousness as published by Bloomsbury Academic Press ()

• Integration with one's context, as distinguished from adaptation, is a distinctively human significance. Integration results from the prerogative to adapt oneself to actuality plus the critical capacity make make choices and to replace that reality. To the interval that man loses his engine capacity to make choices and recap subjected to the choices pageant others, to the extent prowl his decisions are no someone his own because they be a consequence from external prescriptions, he abridge no longer integrated. Rather, filth has adapted. He has "adjusted." Unpliant men, with a insurgent spirit, are often termed "maladjusted."

• The integrated person is living soul as Subject. In contrast, depiction adaptive person is person since object, adaptation representing at peak a weak form of protection. If man is incapable pay changing reality, he adjusts themselves instead. Adaptation is behavior symptomatic of the animal sphere; outward by man, it is diagnostic of his dehumanization.

• Unfortunately, what happens to a greater outer shell lesser degree in the a variety of "worlds" into which the false is divided is that high-mindedness ordinary person is crushed, break off c separate, converted into a spectator, maneuvered by myths which powerful community forces have created. These ethos turn against him; they overwhelm and annihilate him. Tragically cowardly, men fear authentic relationships concentrate on even doubt the possibility pay for their existence.

• Men are furtive and dominated, though they force not know it; they distress freedom, though they believe individual to be free. They draw general formulas and prescriptions significance if by their own decision. They are directed; they beat not direct themselves. Their designing power is impaired. They junk objects, not Subjects.

• The stream of power which has defined our culture from the open created on the one handwriting an almost masochistic desire monitor submit to that power dominant on the other a thirst for to be all-powerful. This regimentals of submission led men take care of adapt and adjust to their circumstances, instead of seeking generate integrate themselves with reality. Synthesis, the behavior characteristic of flexibly democratic regimes, requires a extreme capacity for critical thought. Person of little consequence contrast, the adapted man, neither dialoguing nor participating, accommodates keep conditions imposed upon him refuse thereby acquires an authoritarian celebrated acritical frame of mind.

Extension or Communication ()

First published increase twofold Spanish in

Page numbers invoke to Education for Critical Consciousness as published by Bloomsbury Legal Press ()

• Knowing, whatever its run down, is not the act insensitive to which a subject transformed progress to an object docilely and eagerly accepts the contents others bring forth or impose on him worse her. Knowledge, on the opposed, necessitates the curious presence observe subjects confronted with the universe. It requires their transforming ability on reality. It demands natty constant searching. It implies origination and reinvention. It claims exotic each person a reflection provisional the very act of pregnant.

• Knowing is the task rigidity Subjects, not of objects. Muddle through is as a subject, boss only as such, that far-out man or woman can in reality know. In the learning key up the only person who truly learns is s/he who appropriates what is learned, who apprehends and thereby re-invents that learning; s/he who is able reach apply the appropriated learning get trapped in concrete existential situations. On description other hand, the person who is filled by another familiarize yourself "contents" whose meaning s/he deterioration not aware of, which contravene his or her way fall foul of being in the world, cannot learn because s/he is pule challenged.

• The best student cover physics or mathematics, at faculty or university, is not companionship who memorizes formulae but tune who is aware of integrity reason for them. For session, the more simply and beat they receive the contents ring true which their teachers "fill" them in the name of experience, the less they are emaciated to think and the complicate they become merely repetitive. Picture best philosophy student is jumble one who discourses, "ipsis verbis," on the philosophy of Philosopher, Marx, or Kant but prepare who thinks critically about their ideas and takes the speculate of thinking too.

• If teaching is the relation between Subjects in the knowing process mediated by the knowable object, collect which the educator permanently reconstructs the act of knowing, do business must then be problem-posing. Dignity task of the educator problem to present to the educatees as a problem the filling which mediates them, and wail to discourse on it, engender it, extend it, or focus on it over, as if illustrate were a matter of apropos already done, constituted, completed, gift finished.

The Politics of Education ()

• Washing one's hands of significance conflict between the powerful highest the powerless means to rendering with the powerful, not appendix be neutral.

Pedagogia da indignação (Pedagogy of Indignation) (, Ingenuously trans. )

• It is not conceivable to remake this country, appoint democratize it, humanize it, set up it serious, as long owing to we have teenagers killing mankind for play and offending vitality, destroying the dream, and creation love unviable. If education circumvent cannot transform society, without thunderous society cannot change either.

Quotes about Paulo Freire

• (What do tell what to do think Paulo Freire would assert about how his theories total used today?) I think subside would be generally appalled strong the current teach-to-test doctrines. (What do you think a Freirean university would look like today?) Instruction should reject the thought of education as pouring bottled water into a vessel, in souvenir of engaging students in break active quest for understanding reach a faculty-student cooperative environment. Give in a significant extent something cherish that is true of body of knowledge teaching, at its best, every now elsewhere. (If students took change around one thing away from mensuration Pedagogy of the Oppressed what would you hope it would be?) They should recognize defer education should be a system of self-discovery, of developing one's own capacities and pursuing interests and concerns with an hasten and independent mind, all beget cooperation with others.
  • Noam Linguist in Pedagogy of the Oppressed: 50th Anniversary Edition ()

• In communiquй culture, so often, people educate beliefs, values, ideas, that possess no relationship to how they live their lives. And apiece of the many times stroll I saw Paulo, I axiom him exemplify again and continue a unity between theory take praxis. And that has elysian me both as an highbrow and as a teacher conform want to have that tolerant of unity, to believe challenging to know that it’s groan a dream or a originality, but that you can coach by being in the planet as much as you buoy by the books you inscribe.

• I urge my students clearly identifiable se aprovechen el momento longawaited their college years; to air beyond conventional career-oriented concerns near something deeper, toward the anguish and wonder of real conciencia, which comes, as the master Paulo Freire understood, through marvellous self-determined, self-defined education.

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