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Famous Paulo Freire Quotes

“In sum: banking theory and practice, as immobilizing and fixating forces, fail to acknowledge men and women as historical beings; problem-posing theory and practice take the people's historicity as their starting point.”

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Book:Pedagogy of the Oppressed: 30th Anniversary Edition
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“Indeed, some "revolutionaries" brand as "innocents," "dreamers," or even "reactionaries"; those who would challenge this educational practice. But one does not liberate people by alienating them. Authentic liberation - the process of humanization - is not another deposit to be made in men.”

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Book:Pedagogy of the Oppressed: 30th Anniversary Edition
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“But almost always, during the initial stage of the struggle, the oppressed, instead of striving for liberation, tend themselves to become oppressors, or sub oppressors. The very structure of their thought has been conditioned by the contradiction of the concrete, existential situation by which they were shaped. Their ideal is to be men; but for them to be men is to be oppressors”

MenHas BeensSituationStruggleStageIdealsStructureStriveLiberationContradictionConcreteExistentialOppressedInitialsBe A ManOppressorsPedagogyPedagogy Of The Oppressed
Book:Pedagogy of the Oppressed: 30th Anniversary Edition
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“Education either functions as an instrument which is used to facilitate integration of the younger generation into the logic of the present system and bring about conformity or it becomes the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world.”

MenWorldMeanRealityUsedDealsCreativityPracticeLearningDemocracyGenerationsMen And WomenCriticismLogicFunctionTransformationInstrumentsEducationalConformityIntegrationNonconformityFacilitateYounger GenerationPedagogyPedagogy Of The OppressedAdult EducationConformity And IndividualityEducation And FreedomAdult Learning
Book:Pedagogy of the Oppressed: 30th Anniversary Edition
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“Libertarian action must recognize this dependence as a weak point and must attempt through reflection and action to transform it into independence. However, not even the best-intentioned leadership can bestow independence as a gift. The liberation of the oppressed is a liberation of women and men, not things. Accordingly, while no one liberates himself by his own efforts alone, neither is he liberated by others. Liberation, a human phenomenon, cannot be achieved by semihumans. Any attempt to treat people as semihumans only dehumanizes them.”

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Book:Pedagogy of the Oppressed: 30th Anniversary Edition
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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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Book:Pedagogy of the Oppressed: 30th Anniversary Edition
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“Freedom is acquired by conquest, not by gift. It must be pursued constantly and responsibly. Freedom is not an ideal located outside of man; nor is it an idea which becomes myth. It is rather the indispensable condition for the quest for human completion.”

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Book:Pedagogy of the Oppressed: 30th Anniversary Edition
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“Education as the practice of freedom--as opposed to education as the practice of domination--denies that man is abstract, isolated, independent and unattached to the world; it also denies that the world exists as reality apart from people. Authentic reflection considers neither abstract man nor the world without people, but people in their relations with the world. In these relations consciousness and world are simultaneous: consciousness neither precedes the world nor follows it.”

PeopleMenWorldRealityConsciousnessPracticeReflectionRelationIndependentDenyAbstractIsolatedDominationSimultaneous
Book:Pedagogy of the Oppressed: 30th Anniversary Edition
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