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Finally, It Is Important To Make It Clear That Imagination Is Not An Exercise For Those Detached From Reality, Those Who Live In The Air. On The Contrary, When We Imagine Something, We Do It Necessarily Conditioned By A Lack In Our Concrete Reality. When Children Imagine Free And Happy Schools, It Is Because Their Real Schools Deny Them Freedom And Happiness.

-Paulo Freire

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Finally, It Is Important

Paulo Freire

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Finally, It Is Important To Make It Clear That Imagination Is Not An Exercise For Those Detached From Reality, Those Who Live In The Air. On The Contrary, When We Imagine Something, We Do It Necessarily Conditioned By A Lack In Our Concrete Reality. When Children Imagine Free And Happy Schools, It Is Because Their Real Schools Deny Them Freedom And Happiness.

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The More We Become Able To Become A Child Again, To Keep Ourselves Childlike, The More We Can Understand That Because We Love The World And We Are Open To Understanding, To Comprehension, That When We Kill The Child In Us, We Are No Longer.

[humans'] Capacity To Intervene, To Compare, To Judge, To Decide, To Choose, To Desist Makes Them Capable Of Acts Of Greatness, Of Dignity, And, At The Same Time, Of The Unthinkable In Terms Of Indignity.

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The Oppressed, Having Internalized The Image Of The Oppressor And Adopted His Guidelines, Are Fearful Of Freedom.

Pedagogy Of The Oppressed

One Of The Methods Of Manipulation Is To Inoculate Individuals With The Bourgeois Appetite For Personal Success.

The Hope Of Remaking The World Is Indispensable In The Struggle Of Oppressed Men And Women.

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Leaders Who Do Not Act Dialogically, But Insist On Imposing Their Decisions, Do Not Organize The People--they Manipulate Them. They Do Not Liberate, Nor Are They Liberated: They Oppress.

The Trust Of The People In The Leaders Reflects The Confidence Of The Leaders In The People.

Whereas Banking Education Anesthetizes And Inhibits Creative Power, Problem-posing Education Involves A Constant Unveiling Of Reality. The Former Attempts To Maintain The Submersion Of Consciousness; The Latter Strives For The Emergence Of Consciousness And Critical Intervention In Reality.

The World Is Split Between Those Who Do Not Sleep Because They Are Hungry And Those Who Do Not Sleep Because They Are Afraid Of Those Who Are Hungry.

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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It Is Essential For The Oppressed To Realize That When They Accept The Struggle For Humanization They Also Accept, From That Moment, Their Total Responsibility For The Struggle.

For Cultural Invasion To Succeed, It Is Essential That Those Invaded Become Convinced Of Their Intrinsic Inferiority.

Those Truly Committed To Liberation Must Reject The Banking Concept In Its Entirety, Adopting Instead A Concept Of Women And Men As Conscious Beings And Consciousness As Consciousness Intent Upon The World.

It Is Only The Oppressed Who, By Freeing Themselves, Can Free Their Oppressors.

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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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To Simply Think About The People, As The Dominators Do, Without Any Self-giving In That Thought, To Fail To Think With The People, Is A Sure Way To Cease Being Revolutionary Leaders.

Revolutionary Leaders

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Dialogue Cannot Exist, However, In The Absence Of A Profound Love For The World And Its People.

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Welfare Programs

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Pedagogy Of The Oppressed

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Pedagogy Of The Oppressed

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I Hope At Least That The Following Will Endure: My Trust In The People, And My Faith In Men And Women, And In The Creation Of A World In Which It Will Be Easier To Love

Faith In People Is An A Priori Requirement For Dialogue.

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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.

Love Is An Act Of Courage.

When We Live Our Lives With The Authenticity Demanded By The Practice Of Teaching That Is Also Learning And Learning That Is Also Teaching, We Are Participating In A Total Experience.... In This Experience The Beautiful, The Decent, And The Serious Form A Circle With Hands Joined.

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.

Without A Sense Of Identity, There Can Be No Real Struggle.

Human Existence Cannot Be Silent, Nor Can It Be Nourished By False Words, But Only By True Words, With Which People Transform The World. To Exist, Humanly, Is To Name The World, To Change It. Once Named, The World In Its Turn Reappears To The Namers As A Problem And Requires Of Them A New Naming. People Are Not Built In Silence, But In Word, In Work, In Action-reflection.

To Teach Is Part Of The Very Fabric Of Learning.

Reflection And Action Must Never Be Undertaken Independently.

Even Revolution, Which Transforms A Concrete Situation Of Oppression By Establishing The Process Of Liberation, Must Confront This Phenomenon. Many Of The Oppressed Who Directly Or Indirectly Participate In Revolution Intend - Conditioned By The Myths Of The Old Order - To Make It Their Private Revolution. The Shadow Of Their Former Oppressor Is Still Cast Over Them.

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.

The More Students Work At Storing The Deposits Entrusted To Them, The Less They Develop The Critical Consciousness Which Would Result From Their Intervention In The World As Transformers Of That World. The More Completely They Accept The Passive Role Impressed On Them, The More They Tend Simply To Adapt To The World As It Is And To The Fragmented View Of Reality Deposited In Them.

I Have Never Said, As Is Sometimes Believed, Or Even Suggested That Lower-class Children Should Not Learn The So-called Educated Norm Of The Portuguese Language Of Brazil. What I Have Said Is That The Problems Of Language Always Involve Ideological Questions And, Along With Them, Questions Of Power.

The Parent-child Relationship In The Home Usually Reflects The Objective Cultural Conditions Of The Surrounding Social Structure. If The Conditions Which Penetrate The Home Are Authoritarian, Rigid, And Dominating, The Home Will Increase The Climate Of Oppression. As These Authoritarian Relations Between Parents And Children Intensify, Children In Their Infancy Increasingly Internalize The Paternal Authority.

Transformation Is Only Valid If It Is Carried Out With The People, Not For Them. Liberation Is Like A Childbirth, And A Painful One. The Person Who Emerges Is A New Person: No Longer Either Oppressor Or Oppressed, But A Person In The Process Of Achieving Freedom. It Is Only The Oppressed Who, By Freeing Themselves, Can Free Their Oppressors.

What If We Discover That Our Present Way Of Life Is Irreconcilable With Our Vocation To Become Fully Human?

This Is The Sense In Which I Am Obliged To Be A Listener. To Listen To The Student's Doubts, Fears, And Incompetencies That Are Part Of The Learning Process. It Is In Listening To The Student That I Learn To Speak With Him Or Her.

This Capacity To Go Beyond The Factors Of Conditioning Is One Of The Obvious Advantages Of The Human Person.

In Order To Have The Continued Opportunity To Express Their "generosity" The Oppressors Must Perpetuate Injustice As Well.

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.

Experience Teaches Us Not To Assume That The Obvious Is Clearly Understood

Attempting To Liberate The Oppressed Without Their Reflective Participation In The Act Of Liberation Is To Treat Them As Objects That Must Be Saved From A Burning Building.

Through Dialogue, The Teacher-of-the-students And The Students-of-the-teacher Cease To Exist And A New Term Emerges: Teacher-student With Students-teachers.

Liberating Education Consists In Acts Of Cognition, Not Transferrals Of Information

Pedagogy Of The Oppressed

No Matter How Much Someone May Irritate Me, I Have No Right To Puff Myself Up With My Own Self-importance So As To Declare That Person To Be Absolutely Incompetent, Assuming A Posture Of Disdain From My Own Position Of False Superiority.

[t]he More Radical The Person Is, The More Fully He Or She Enters Into Reality So That, Knowing It Better, He Or She Can Transform It. This Individual Is Not Afraid To Confront, To Listen, To See The World Unveiled. This Person Is Not Afraid To Meet The People Or To Enter Into A Dialogue With Them. This Person Does Not Consider Himself Or Herself The Proprietor Of History Or Of All People, Or The Liberator Of The Oppressed; But He Or She Does Commit Himself Or Herself, Within History, To Fight At Their Side.

Learning Is A Process Where Knowledge Is Presented To Us, Then Shaped Through Understanding, Discussion And Reflection.

Education Is Freedom. Education Will Teach You How To Do It Yourself As Opposed To Asking Someone Else To Do It For You. And Around It Our Own Town... Freemanville!

If I Am A Pure Product Of Genetic, Cultural, Or Class Determination, I Have No Responsibility For My Action In The World And, Therefore, It Is Not Possible For Me To Speak Of Ethics. Of Course, This Assumption Of Responsibility Does Not Mean That We Are Not Conditioned Genetically, Culturally, And Socially. It Means That We Know Ourselves To Be Conditioned But Not Determined.

Teacher Preparation Should Go Beyond The Technical Preparation Of Teachers And Be Rooted In The Ethical Formation Both Of Selves And Of History.

No Reality Transforms Itself.

No One Can Learn Tolerance In A Climate Of Irresponsibility, Which Does Not Produce Democracy. The Act Of Tolerating Requires A Climate In Which Limits May Be Established, In Which There Are Principles To Be Respected. That Is Why Tolerance Is Not Coexistence With The Intolerable. Under An Authoritarian Regime, In Which Authority Is Abused, Or A Permissive One, In Which Freedom Is Not Limited, One Can Hardly Learn Tolerance. Tolerance Requires Respect, Discipline, And Ethics.

Liberation Is A Praxis: The Action And Reflection Of Men And Women Upon Their World In Order To Transform It.

This Is The Road I Have Tried To Follow As A Teacher: Living My Convictions; Being Open To The Process Of Knowing And Being Sensitive To The Experience Of Teaching As An Art; Being Pushed Forward By The Challenges That Prevent Me From Bureaucratizing My Practice; Accepting My Limitations, Yet Always Conscious Of The Necessary Effort To Overcome Them And Aware That I Cannot Hide Them Because To Do So Would Be A Failure To Respect Both My Students And Myself As A Teacher.

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.

The Atmosphere Of The Home Is Prolonged In The School, Where The Students Soon Discover Thatin Order To Achieve Some Satisfaction They Must Adapt To The Precepts Which Have Ben Set From Above. One Of These Precepts Is Not To Think.

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.

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

It Is Not Systematic Education Which Somehow Molds Society, But, On The Contrary, Society Which, According To Its Particular Structure, Shapes Education In Relation To The Ends And Interests Of Those Who Control The Power In That Society.

How Can The Oppressed, As Divided, Unauthentic Beings, Participate In Developing The Pedagogy Of Their Liberation?

Pedagogy Of The Oppressed

Revolution Is Born As A Social Entity Within The Oppressor Society.

The Educator Has The Duty Of Not Being Neutral.

The Teacher Is Of Course An Artist, But Being An Artist Does Not Mean That He Or She Can Make The Profile, Can Shape The Students. What The Educator Does In Teaching Is To Make It Possible For The Students To Become Themselves.

The Role Of The Problem-posing Educator Is To Create, Together With The Students, The Conditions Under Which Knowledge At The Level Of The Doxa Is Superseded By True Knowledge, At The Level Of The Logos.

... There Is No Valid Teaching From Which There Does Not Emerge Something Learned And Through Which The Learner Does Not Become Capable Of Recreating And Remaking What Has Been Taught.

The Behavior Of The Oppressed Is A Prescribed Behavior, Following As It Does The Guidelines Of The Oppressor.

In Order For The Oppressed To Unite They Must First Cut The Umbilical Cord Of Magic And Myth Which Binds Them To The World Of Oppression; The Unity Which Links Them To Each Other Must Be Of A Different Nature.

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

With The Establishment Of A Relationship Of Oppression, Violence Has Already Begun. Never In History Has Violence Been Initiated By The Oppressed. How Could They Be The Initiators, If They Themselves Are The Result Of Violence? How Could They Be The Sponsors Of Something Objective Whose Objective Inauguration Called Forth Their Existence As Oppressed? There Would Be No Oppressed Had There Been No Prior Of Violence To Establish Their Subjugation.

Submission To Suffering Is A Form Of Annihilation, But Transformation Of Suffering Rekindles A Faith That Gives Life.

How Can The Oppressed, As Divided, Unauthentic Beings, Participate In Developing The Pedagogy Of Their Liberation? Only As They Discover Themselves To Be 'hosts' Of The Oppressor Can They Contribute To The Midwifery Of Their Liberating Pedagogy. As Long As They Live In The Duality In Which To Be Is To Be Like And To Be Like Is To Be Like The Oppressor, This Contribution Is Impossible. The Pedagogy Of The Oppressed Is An Instrument For Their Critical Discovery That Both They And Their Oppressors Are Manifestations Of Dehumanization.

Authentic Thinking, Thinking That Is Concerned About Reality, Does Not Take Place In Ivory Tower Isolation, But Only In Communication. If It Is True That Thought Has Meaning Only When Generated By Action Upon The World, The Subordination Of Students To Teachers Becomes Impossible.

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.

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.

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.

In Problem-posing Education, People Develop Their Power To Perceive Critically The Way They Exist In The World With Which And In Which They Find Themselves; They Come To See The World Not As A Static Reality, But As A Reality In Process, In Transformation.

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.

The Road To Revolution Involves Openness To The People, Not Imperviousness To Them; It Involves Communion With The People, Not Mistrust.

The Intellectual Activity Of Those Without Power Is Always Characterized As Non-intellectual.

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.

The Oppressed, Instead Of Striving For Liberation, Tend Themselves To Become Oppressors.

Pedagogy Of The Oppressed

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.'

To Glorify Democracy And To Silence The People Is A Farce; To Discourse On Humanism And To Negate People Is A Lie.

How Can I Be An Educator If I Do Not Develop In Myself A Caring And Loving Attitude Toward The Student, Which Is Indispensable On The Part Of One Who Is Committed To Teaching And To The Education Process Itself.

Indeed, The Interests Of The Oppressors Lie In 'changing The Consciousness Of The Oppressed, Not The Situation Which Oppresses Them.

One Of My Major Preoccupations Is The Approximation Between What I Say And What I Do, Between What I Seem To Be And What I Am Actually Becoming.

It's No Sin To Make A Critical Study Of Brazil's Reality. A Small Percentage Own Land. Most People Don't.

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.

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.

The Object Of A Dialogical-liberterian Action Is Not To 'dislodge' The Oppressed From A Mythological Reality In Order To 'bind' Them To Another Reality. On The Contrary, The Object Of Dialogical Action Is To Make It Possible For The Oppressed, By Perceiving Their Adhesion, To Opt To Transform An Unjust Reality." "in Order For The Oppressed To Unite They Must First Cut The Umbilical Cord Of Magic And Myth Which Binds Them To The World Of Oppression; The Unity Which Links Them To Each Other Must Be Of A Different Nature.

Reading The Word And Learning How To Write The Word So One Can Later Read It Are Preceded By Learning How To Write The World, That Is Having The Experience Of Changing The World And Touching The World.

People In Communion Liberate Each Other.

Education As The Exercise Of Domination Stimulates The Credulity Of Students, With The Ideological Intent (often Not Perceived By Educators) Of Indoctrinating Them To Adapt To The World Of Oppression.

To Affirm That Men And Women Are Persons And As Persons Should Be Free, And Yet To Do Nothing Tangible To Make This Affirmation A Reality, Is A Farce.

An Unauthentic Word, One Which Is Unable To Transform Reality, Results When Dichotomy Is Imposed Upon Its Constitutive Elements. When A Word Is Deprived Of Its Dimension Of Action, Reflection Automatically Suffers As Well; And The Word Is Changed Into Idle Chatter, Into Verbalism, Into An Alienated And Alienating “blah.” It Becomes An Empty Word, One Which Cannot Denounce The World, For Denunciation Is Impossible Without A Commitment To Transform, And There Is No Transformation Without Action.

Education Is An Act Of Love, And Thus An Act Of Courage

Acts Of Courage

Only Through Communication Can Human Life Hold Meaning.

Teachers And Students (leadership And People), Co-intent On Reality, Are Both Subjects, Not Only In The Task Of Unveiling That Reality, And Thereby Coming To Know It Critically, But In The Task Of Re-creating That Knowledge. As They Attain This Knowledge Of Reality Through Common Reflection And Action, They Discover Themselves As Its Permanent Re-creators.

It Would Be A Contradiction In Terms If The Oppressors Not Only Defended But Actually Implemented A Liberating Education.

Without A Minimum Of Hope, We Cannot So Much As Start The Struggle.

The More People Participate In The Process Of Their Own Education, And The More People Participate In Defining What Kind Of Production To Produce, And For What And Why, The More People Participate In The Development Of Their Selves. The More People Become Themselves, The Better The Democracy.

Language Is Never Neutral

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.

To Study Is Not To Consume Ideas, But To Create And Re-create Them.

If It Is In Speaking Their Word That People, By Naming The World, Transform It, Dialogue Imposes Itself As The Way By Which They Achieve Significance As Human Beings.

Every Society Needs To Examine Itself In Relation To Other Societies.

Sometimes A Simple, Almost Insignificant Gesture On The Part Of A Teacher Can Have A Profound Formative Effect On The Life Of A Student.

Dialogue Cannot Exist Without Humility.

... There Are Moments In Which The Teacher, As The Authority Talks To The Learners, Says What Must Be Done, Establishes Limits Without Which The Very Freedom Of Learners Is Lost In Lawlessness, But These Moments, In Accordance With The Political Options Of The Educator, Are Alternated With Others In Which The Educator Speaks With The Learner.

Problem-posing Education Affirms Men And Women As Beings In The Process Of Becoming.

Individuals Who Were Submerged In Reality, Merely Feeling Their Needs, Emerge From Reality And Perceive The Causes Of Their Needs.

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.

Any Attempt To Treat People As Semihumans Only Dehumanizes Them.

Pedagogy Of The Oppressed

In Order For This Struggle To Have Meaning, The Oppressed Must Not, In Seeking To Regain Their Humanity (which Is A Way To Create It), Become In Turn Oppressors Of The Oppressors, But Rather Restorers Of The Humanity Of Both

Reading Is Not Walking On The Words; It's Grasping The Soul Of Them.

The Behavior And Reactions Of The Oppressed, Which Lead The Oppressor To Practice Cultural Invasion, Should Evoke From The Revolutionary A Different Theory Of Action. What Distinguishes Revolutionary Leaders From The Dominant Elite Is Not Only Their Objectives, But Their Procedures.

Revolutionary Leaders

A Reader Does Not Suddenly Comprehend What Is Being Read Or Studied, In A Snap, Miraculously. Comprehension Needs To Be Worked Forged, By Those Who Read And Study; As Subjects Of The Action, They Must Seek To Employ Appropriate Instruments In Order To Carry Out The Task. For This Very Reason, Reading And Studying Form A Challenging Task, One Requiring Patience And Perseverance.

In Order For The Oppressed To Be Able To Wage The Struggle For Their Liberation, They Must Perceive The Reality Of Oppression Not As A Closed World From Which There Is No Exit , But As A Limiting Situation Which They Can Transform.

I Cannot Be A Teacher Without Exposing Who I Am.

There Is, In Fact, No Teaching Without Learning.

The Oppressed Want At Any Cost To Resemble The Oppressors." "they Call Themselves Ignorant And Say The 'professor' Is The One Who Has Knowledge And To Whom They Should Listen." "almost Never Do They Realize That They, Too, 'know Things' They Have Learned In Their Relations With The World.

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.

The Oppressed Find In The Oppressors Their Model Of 'manhood.'

If The Structure Does Not Permit Dialogue The Structure Must Be Changed

To Speak A True Word Is To Transform The World.

The Oppressors Do Not Favor Promoting The Community As A Whole, But Rather Selected Leaders.

True Generosity Consists Precisely In Fighting To Destroy The Causes Which Nourish False Charity. False Charity Constrains The Fearful And Subdued, The "rejects Of Life," To Extend Their Trembling Hands. True Generosity Lies In Striving So That These Hands--whether Of Individuals Or Entire Peoples--need Be Extended Less And Less In Supplication, So That More And More They Become Human Hands Which Work And, Working, Transform The World.

Teachers Who Do Not Take Their Own Education Seriously, Who Do Not Study, Who Make Little Effort To Keep Abreast Of Events Have No Moral Authority To Coordinate The Activities Of The Classroom.

True Generosity Consists Precisely In Fighting To Destroy The Causes Which Nourish False Charity.

Trembling Hands

This Book Will Present Some Aspects Of What The Writer Has Termed The Pedagogy Of The Oppressed, A Pedagogy Which Must Be Forged With, Not For, The Oppressed (whether Individuals Or Peoples) In The Incessant Struggle To Regain Their Humanity.

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.

Whoever Teaches Learns In The Act Of Teaching, And Whoever Learns Teaches In The Act Of Learning.

A Revolutionary Leadership Must Accordingly Practice Co-intentional Education.

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.

Finally, It Is Important To Make It Clear That Imagination Is Not An Exercise For Those Detached From Reality, Those Who Live In The Air. On The Contrary, When We Imagine Something, We Do It Necessarily Conditioned By A Lack In Our Concrete Reality. When Children Imagine Free And Happy Schools, It Is Because Their Real Schools Deny Them Freedom And Happiness.

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Gamaliel Bailey

Laurie Halse Anderson

Mohammed Reza Pahlavi

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