Paulo Freire
Brazilian educator and philosopher (1921 to 1997), a founder of critical pedagogy, best known for Pedagogy of the Oppressed, which treats teaching as a political act of liberation.
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What they believe
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Sectarianism fed by fanaticism is always castrating; radicalization nourished by a critical spirit is always creative
Sectarianism, fed by fanaticism, is always castrating. Radicalization, nourished by a critical spirit, is always creative.
books.google.comSaid c. 1968This on korrents
The bold line is korrents’ wording; the quote is theirs. These one: what they wrote before what they said aloud, one per source, newest first.
Beliefs
Korrents What they believe 23 beliefs — each backed by an exact quote.
Each is a — compiled by korrents.com, not by them: the one-line wordings are korrents', the quotes are theirs.
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Sectarianism fed by fanaticism is always castrating; radicalization nourished by a critical spirit is always creative
Sectarianism, fed by fanaticism, is always castrating. Radicalization, nourished by a critical spirit, is always creative.
Pedagogy of the Oppressed (Bloomsbury, 2014 edition; tr. Myra Bergman Ramos) Said c. 1968
The great humanistic and historical task of the oppressed is to liberate themselves and their oppressors as well
This, then, is the great humanistic and historical task of the oppressed: to liberate themselves and their oppressors as well.
Pedagogy of the Oppressed (Bloomsbury, 2014 edition; tr. Myra Bergman Ramos) Said c. 1968
Only power that springs from the weakness of the oppressed will be strong enough to free both oppressed and oppressors
Only power that springs from the weakness of the oppressed will be sufficiently strong to free both.
Pedagogy of the Oppressed (Bloomsbury, 2014 edition; tr. Myra Bergman Ramos) Said c. 1968
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True generosity consists in fighting to destroy the causes that nourish false charity
True generosity consists precisely in fighting to destroy the causes which nourish false charity.
Pedagogy of the Oppressed (Bloomsbury, 2014 edition; tr. Myra Bergman Ramos) Said c. 1968
Having internalized the oppressor's image, the oppressed fear freedom, which would demand autonomy and responsibility instead
The oppressed, having internalized the image of the oppressor and adopted his guidelines, are fearful of freedom. Freedom would require them to eject this image and replace it with autonomy and responsibility.
Pedagogy of the Oppressed (Bloomsbury, 2014 edition; tr. Myra Bergman Ramos) Said c. 1968
Freedom is acquired by conquest, not received as a gift, and must be pursued constantly and responsibly
Freedom is acquired by conquest, not by gift. It must be pursued constantly and responsibly.
Pedagogy of the Oppressed (Bloomsbury, 2014 edition; tr. Myra Bergman Ramos) Said c. 1968
Never in history has violence been initiated by the oppressed, since they are themselves the result of violence
Never in history has violence been initiated by the oppressed. How could they be the initiators, if they themselves are the result of violence?
Pedagogy of the Oppressed (Bloomsbury, 2014 edition; tr. Myra Bergman Ramos) Said c. 1968
The rebellion of the oppressed, always or nearly always as violent as the oppressors' initial violence, can initiate love
Consciously or unconsciously, the act of rebellion by the oppressed (an act which is always, or nearly always, as violent as the initial violence of the oppressors) can initiate love.
Pedagogy of the Oppressed (Bloomsbury, 2014 edition; tr. Myra Bergman Ramos) Said c. 1968
Trusting the people is the indispensable precondition for revolutionary change
They talk about the people, but they do not trust them; and trusting the people is the indispensable precondition for revolutionary change.
Pedagogy of the Oppressed (Bloomsbury, 2014 edition; tr. Myra Bergman Ramos) Said c. 1968
Finding the oppressor out must involve action and serious reflection, neither purely intellectual nor mere activism, to be praxis
This discovery cannot be purely intellectual but must involve action; nor can it be limited to mere activism, but must include serious reflection: only then will it be a praxis.
Pedagogy of the Oppressed (Bloomsbury, 2014 edition; tr. Myra Bergman Ramos) Said c. 1968
Apart from inquiry and praxis, individuals cannot be truly human
For apart from inquiry, apart from the praxis, individuals cannot be truly human.
Pedagogy of the Oppressed (Bloomsbury, 2014 edition; tr. Myra Bergman Ramos) Said c. 1968
In banking education, knowledge is a gift bestowed by those who think themselves knowledgeable on those thought to know nothing
In the banking concept of education, knowledge is a gift bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing.
Pedagogy of the Oppressed (Bloomsbury, 2014 edition; tr. Myra Bergman Ramos) Said c. 1968
Liberation is a praxis: the action and reflection of people upon their world in order to transform it
Liberation is a praxis: the action and reflection of men and women upon their world in order to transform it.
Pedagogy of the Oppressed (Bloomsbury, 2014 edition; tr. Myra Bergman Ramos) Said c. 1968
Any situation in which some people prevent others from engaging in inquiry is one of violence
Any situation in which some individuals prevent others from engaging in the process of inquiry is one of violence.
Pedagogy of the Oppressed (Bloomsbury, 2014 edition; tr. Myra Bergman Ramos) Said c. 1968
To exist humanly is to name the world and to change it
To exist, humanly, is to name the world, to change it.
Pedagogy of the Oppressed (Bloomsbury, 2014 edition; tr. Myra Bergman Ramos) Said c. 1968
Dialogue cannot exist without a profound love for the world and for people
Dialogue cannot exist, however, in the absence of a profound love for the world and for people.
Pedagogy of the Oppressed (Bloomsbury, 2014 edition; tr. Myra Bergman Ramos) Said c. 1968
Hopelessness is a form of silence, of denying the world and fleeing from it
Hopelessness is a form of silence, of denying the world and fleeing from it.
Pedagogy of the Oppressed (Bloomsbury, 2014 edition; tr. Myra Bergman Ramos) Said c. 1968
What distinguishes revolutionary leaders from the dominant elite is not only their objectives but their procedures
What distinguishes revolutionary leaders from the dominant elite is not only their objectives, but their procedures.
Pedagogy of the Oppressed (Bloomsbury, 2014 edition; tr. Myra Bergman Ramos) Said c. 1968
Leaders who impose their decisions instead of acting dialogically do not organize the people but manipulate them
Leaders who do not act dialogically, but insist on imposing their decisions, do not organize the people - they manipulate them.
Pedagogy of the Oppressed (Bloomsbury, 2014 edition; tr. Myra Bergman Ramos) Said c. 1968
Liberation is a painful childbirth, bringing forth a new person viable only as oppression gives way to humanization of all
Liberation is thus a childbirth, and a painful one. The man or woman who emerges is a new person, viable only as the oppressor-oppressed contradiction is superseded by the humanization of all people.
Pedagogy of the Oppressed (Bloomsbury, 2014 edition; tr. Myra Bergman Ramos) Said c. 1968
Knowledge emerges only through invention, re-invention and restless, hopeful inquiry people pursue in the world and with each other
Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other.
Pedagogy of the Oppressed (Bloomsbury, 2014 edition; tr. Myra Bergman Ramos) Said c. 1968
True humanists cannot use banking education to pursue liberation, which it would negate, nor may revolutionary societies inherit it
Its objective is to call the attention of true humanists to the fact that they cannot use banking educational methods in the pursuit of liberation, for they would only negate that very pursuit. Nor may a revolutionary society inherit these methods from an oppressor society.
Pedagogy of the Oppressed (Bloomsbury, 2014 edition; tr. Myra Bergman Ramos) Said c. 1968
The banking approach to adult education will never propose that students critically consider reality
The banking approach to adult education, for example, will never propose to students that they critically consider reality.
Pedagogy of the Oppressed (Bloomsbury, 2014 edition; tr. Myra Bergman Ramos) Said c. 1968
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