Paulo Freire Quotes

Washing one's hands of the conflict between the powerful and the powerless means to side with the powerful, not to be neutral.

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.

If the structure does not permit dialogue the structure must be changed

Looking at the past must only be a means of understanding more clearly what and who they are so that they can more wisely build the future.

The oppressors do not favor promoting the community as a whole, but rather selected leaders.

Without a sense of identity, there can be no real struggle.

No one is born fully-formed: it is through self-experience in the world that we become what we are.

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.

language is never 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.

One cannot expect positive results from an educational or political action program which fails to respect the particular view of the world held by the people. Such a program constitutes cultural invasion, good intentions notwithstanding.

The oppressed, having internalized the image of the oppressor and adopted his guidelines, are fearful of freedom.

The 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.

Reading is not walking on the words; it's grasping the soul of them.

The greatest humanistic and historical task of the oppressed: to liberate themselves...

The educator has the duty of not being neutral.

For apart from inquiry, apart from the praxis, individuals cannot be truly human. 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.

Liberating education consists in acts of cognition, not transferals of information.

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.

To glorify democracy and to silence the people is a farce; to discourse on humanism and to negate people is a lie.

Because love is an act of courage, not of fear, love is a commitment to others. No matter where the oppressed are found, the act of love is commitment to their cause--the cause of liberation.

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.

Dehumanization, although a concrete historical fact, is not a given destiny but the result of an unjust order that engenders violence in the oppressors, which in turn dehumanizes the oppressed

The multitude is always in the wrong.

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.

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.

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.

This, then, is the great humanistic and historical task of the oppressed: to liberate themselves and their oppressors as well.

No pedagogy which is truly liberating can remain distant from the oppressed by treating them as unfortunates and by presenting for their emulation models from among the oppressors. The oppressed must be their own example in the struggle for their redemption (Freire, 1970, p. 54).

Paulo Freire of Brazil puts it this way: “It would be extremely naïve to expect the dominant classes to develop a type of education that would enable subordinate classes to perceive social injustices critically.

No one can be authentically human while he prevents others from being so.

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.

Whoever teaches learns in the act of teaching, and whoever learns teaches in the act of learning.

One cannot conceive of objectivity without subjectivity.

It is not the unloved who initiate disaffection, but those who cannot love because they love only themselves. It is not the helpless, subject to terror, who initiate terror, but the violent, who with their power create the concrete situation which begets the 'rejects of life.' It is not the tyrannized who initiate despotism, but the tyrants. It is not those whose humanity is denied them who negate humankind, but those who denied that humanity (thus negating their own as well). Force is used not by those who have become weak under the preponderance of the strong, but by the strong who have emasculated them.

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.

Liberation is a praxis : the action and reflection of men and women upon their world in order to transform it.

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.

Generally in life, knowledge is acquired to be used. But school learning more often fits Freire's apt metaphor: knowledge is treated like money, to be put away in a bank for the future.

The fact that certain members of the oppressor class join the oppressed in their struggle for liberation, thus moving from one pole of the contradiction to the other... Theirs is a fundamental role, and has been throughout the history of this struggle. It happens, however, that as they cease to be exploiters or indifferent spectators or simply the heirs of exploitation and move to the side of the exploited, they almost always bring with them the marks of their origin: their prejudices and their deformations, which include a lack of confidence in the people's ability to think, to want, and to know. Accordingly, these adherents to the people's cause constantly run the risk of falling into a type of generosity as malefic as that of the oppressors. The generosity of the oppressors is nourished by an unjust order, which must be maintained in order to justify that generosity. Our converts, on the other hand, truly desire to transform the unjust order; but because of their background they believe that they must be the executors of the transformation. They talk about the people, but they do not trust them; and trusting the people is the indispensable precondition for revolutionary change. A real humanist can be identified more by his trust in the people, which engages him in their struggle, than by a thousand actions in their favor without that trust.

The pursuit of full humanity, however, cannot be carried out in isolation or individualism, but only in fellowship and solidarity;

As long as the oppressed remain unaware of the causes of their condition, they fatalistically "accept" their exploitation.

As long as I fight, I am moved by hope; and if I fight with hope, then I can wait.

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.

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.

if i am not in the world simply to adapt to it, but rather transform it, and if it is not possible to change the world without a certain dream or vision for it, i must make use of every possibility there is not only to speak about my utopia, but also to engage in practices consistent with it.

The radical, committed to human liberation, does not become the prisoner of a 'circle of certainty' within which reality is also imprisoned. On the contrary, the more radical the person is, the more fully he or she enters into reality so that, knowing it better, he or she can better 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 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.

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.

How can I enter into dialogue if I always project ignorance onto others and never perceive my own?...How can I enter into dialogue if I am closed to - and even offended by - the contribution of others? At the point of encounter there are neither yet ignoramuses nor perfect sages; there are only people who are attempting, together, to learn more than they now know.

The oppressors, whose tranquility rests on how well people fit the world the oppressors have created, and how little they question it.

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.

I can not think for others or without others,nor can others think for me. Even if the people's thinking is superstitious or naive,it is only as they rethink their assumptions in action that they can change. Producing and acting upon their own ideas—not consuming those of others.

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 contradictions 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. This is their model of humanity.

To alienate human beings from their own decision-making is to change them into objects.

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.

Only power that springs from the weakness of the oppressed will be sufficiently strong to free both.

No oppressive order could permit the oppressed to being to question: Why?

A real humanist can be identified more by his trust in the people, which engages him in their struggle, than by a thousand actions in their favor without that trust.

The man or woman who proclaims devotion to the cause of liberation yet is unable to enter into communion with the people, whom he or she continues to regard as totally ignorant, is grievously self-deceived. The convert who approaches the people but feels alarm at each step they take, each doubt they express, and each suggestion they offer, and attempts to impose his "status," remains nostalgic towards his origins.

The oppressed, as objects, as "things", have no purposes except those their oppressors prescribe for them.

Knowledge emerges only through invention and reinvention, the restless, impatient, continuing, hopeful inquiry beings pursue with the world and with others.

Word is not the privilege of some few persons but the right of everyone

If I do not love the world, if I do not love life, if I do not love people, I cannot enter into dialogue.

One of the gravest obstacles to the achievement of liberation is that oppressive reality absorbs those within it and thereby acts to submerge men's consciousness.

From the first, the act of conquest, which reduces persons to the status of things, is necrophilia

Education must begin with the solution of the teacher-student contradiction, by reconciling the poles of the contradiction so that both are simultaneously teachers and students.

It’s in making decisions that we learn to decide.

Only by abolishing the situation of oppression is it possible to restore the love which that situation made impossible. If I do not live the world - if I do not love life - if I do not love people - I cannot enter into dialogue.

In a situation of manipulation, the Left is almost always tempted by a “quick return to power,” forgets the necessity of joining with the oppressed to forge an organization, and strays into an impossible “dialogue” with the dominant elites. It ends by being manipulated by these elites, and not infrequently itself falls in an elitist game, which it calls “realism.” Manipulation, like the conquest whose objectives it serves, attempts to anesthetize the people so they will not think. For if the people join to their presence in the historical process critical thinking about that process, the threat of their emergence materializes in revolution…One of the methods of manipulation is to inoculate individuals with the bourgeois appetite for personal success. This manipulation is sometimes carried out directly by the elites and sometimes indirectly, through populist leaders.

I do not accept history as determinism. I embrace history as possibility [where] we can demystify the evil in this perverse fatalism that characterizes the neoliberal discourse in the end of this century.

The oppressed, having internalised the image of the oppressor and adopted his guideline are fearful of freedom. Freedom would require them to eject this image and replace it with autonomy and responsibility.

But one does not liberate someone by alienating them. Authentic liberation--the process of humanization--is not another deposit to be made in a person. Liberation is a praxis: action and reflection upon the world in order to transform it. Those truly committed to the cause of liberation can accept neither the mechanistic concept of consciousness as an empty vessel to be filled, nor the use of banking [pedagogical] methods of domination (propaganda, slogans--deposits) in the name of liberation.

No one leaves his or her world without being transfixed by its roots, or with a vacuum for a soul. We carry with us the memory of many fabrics, a self soaked in our history, our culture; a memory, sometimes scattered, sometimes sharp and clear, of the streets of our childhood, of our adolescence; the reminiscence of something distant that suddenly stands out before us, in us, a shy gesture, an open hand, a smile lost in time and misunderstanding, a sentence, a simple sentence, possibly now forgotten by the one who said it. A word for so long a time attempted and never spoken, always stifled in inhibition, in the fear of being rejected- which as it implies a lack of confidence in ourselves, also means refusal to risk.

The educated individual is the adapted person, because she or he is better “fit” for the world. Translated into practice, this concept is well suited to the purposes of the oppressors, whose tranquility rests on how well people fit the world the oppressors have created, and how little they question it.

One must seek to live with others in solidarity..only through communication can human life hold meaning.

Critical consciousness, they say, is anarchic.

The rightist sectarian wants to slow down the historical process, to domesticate time and thus to domesticate men and women.

Liberation—not a gift, not a self-achievement, but a mutual process.

No one can be authentically human while he prevents others from beings so. Attempting to be more human, individually, leads to having more, egotistical, a form of dehumanization.

true discipline does not exist in the muteness of those who have been silenced but in the stirrings of those who have been challenged,

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. For them, having more is an inalienable right, a right they acquired through their own "effort," with their "courage to take risks." If others do not have more, it is beause they are incompetent and lazy, and worst of all is their unjustifiable ingratitude toward the "generous gestures" of the dominant class. Precisely because they are "ungrateful" and "envious," the oppressed are regarded as potential enemies who must be watched.

The oppressor shows solidarity with the oppressed only when he stops regarding the oppressed as an abstract category and sees them as persons who have been unjustly dealt with, deprived of their voice, cheated in the sale of their labour — when he stops making pious, sentimental, and individualistic gestures and risks an act of love.

This may have been a phone call with one man, but his opinions are ubiquitous. We hate watching women step out of line, speak up, and take up space. It instigates the fear Virgie talked about, which comes from not being able to control others, from not having the organized complacency that we need so desperately to feel safe. Paulo Freire said it best in one sentence: “Functionally, oppression is domesticating.”8 Oppression certainly serves its purpose—it makes outspoken and confident women a threat to our comfortable system. Which means that outspoken and confident women who are also FAT? Well, they’re another rule-breaking satanic breed altogether.

One does not liberate people by alienating them.

For the oppressors..to 'be' is to have and to be the class of the "haves".

No hay cambio sin sueño, como no hay sueño sin esperanza.

Oppression is domesticating. The gravest obstacle to the achievement of liberation is that oppressive reality absorbs those within it and thereby acts to submerge human beings consciousness.

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. Freedom is acquired by conquest, not by gift. It must be pursued constantly and responsibly. Freedom is not an ideal located outside man; nor is it an idea which becomes myth. It is rather the indispensable condition for the quest for human completion.

Most scholars of education share this perspective, often referred to as “critical theory.”16 Jonathan Kozol is of this school when he writes, “School is in business to produce reliable people.”17 Paulo Freire of Brazil puts it this way: “It would be extremely naïve to expect the dominant classes to develop a type of education that would enable subordinate classes to perceive social injustices critically.

The more radical the person is, the more fully he or she enters into reality so that, knowing it better, he or she can better transform it, this person is not afraid to confront, to listen, to see the world unveiled is not afraid to meet the people or to enter into dialogue.

Conditioned by the position of oppressing others, any situation other than their former seems to them like oppression. Formerly, they could eat, dress, wear shoes, be educated, travel, and hear Beethoven; while millions did not eat, had no clothes or shoes, neither studied nor traveled, much less listened to Beethoven.

One of the methods of manipulation is to inoculate individuals with the bourgeois appetite for personal success. This manipulation is sometimes carried out directly by the elites and sometimes indirectly, through populist leaders. As Weffert points out, these leaders serve as intermediaries between the oligarchical elites and the people. The emergence of populism as a style of political action thus coincides causally with the emergence of the oppressed.

El educador ya no es solo el que educa sino aquel que, en tanto que educa, es educado a través del diálogo con el educando, quien, al ser educado, también educa. [...] Nadie educa a nadie, así como tampoco nadie se educa a sí mismo, las personas se educan entre sí con el mundo como mediador.

One of the basic questions that we need to look at is how to convert merely rebellious attitudes into revolutionary ones in the process of the radical transformation of society. Merely rebellious attitudes or actions are insufficient, though they are an indispensable response to legitimate anger. It is necessary to go beyond rebellious attitudes to a more radically critical and revolutionary position, which is in fact a position not simply of denouncing injustice but of announcing a new utopia. Transformation of the world implies a dialectic between the two actions: denouncing the process of dehumanization and announcing the dream of a new society. On the basis of this knowledge, namely, “to change things is difficult but possible,” we can plan our political-pedagogical strategy.

the former oppressors do not feel liberated. On the contrary, they genuinely consider themselves to be oppressed. Conditioned by the experience of oppressing others, any situation other than their former seems to them like oppression. Formerly, they could eat, dress, wear shoes, be educated, travel, and hear Beethoven; while millions did not eat, had no clothes or shoes, neither studied nor travelled, much less listened to Beethoven. Any restriction on this way of life, in the name of the rights of the community, appears to the former oppressors as a profound violation of their individual rights – although they had no respect for the millions who suffered and died of hunger, pain, sorrow, and despair. For the oppressors, 'human beings' refers only to themselves; other people are 'things'.

If the great popular masses are without a more critical understanding of how society functions, it is not because they are naturally incapable of it—to my view—but on account of the precarious conditions in which they live and survive, where they are “forbidden to know.” Thus, the way out is not ideological propaganda and political “sloganizing,” as the mechanists say it is, but the critical effort through which men and women take themselves in hand and become agents of curiosity, become investigators, become subjects in an ongoing process of quest for the revelation of the “why” of things and facts.

It is necessary for the oppressors to approach the people in order, via subjugation, to keep them passive. This approximation, however, does not involve being with the people, or require true communication. It is accomplished by the oppressors' depositing myths indispensable to the preservation of the status quo: for example, the myth that the oppressive order is a "free society"; the myth that all persons are free to work where they wish, that if they don't like their boss they can leave him and look for another job; the myth that this order respects human rights and is therefore worthy of esteem; the myth that anyone who is industrious can become an entrepreneur--worse yet, the myth that the street vendor is as much an entrepreneur as the owner of a large factory; the myth of the universal right of education, when of all the Brazilian children who enter primary schools only a tiny fraction ever reach the university; the myth of the equality of all individuals, when the question: "Do you know who you're talking to?" is still current among us; the myth of the heroism of the oppressor classes as defenders of "Western Christian civilization" against "materialist barbarism"; the myth of the charity and generosity of the elites, when what they really do as a class is to foster selective "good deeds" (subsequently elaborated into the myth of "disinterested aid," which on the international level was severely criticized by Pope John XXIII); the myth that the dominant elites, "recognizing their duties," promote the advancement of the people, so that the people, in a gesture of gratitude, should accept the words of the elites and be conformed to them; the myth of private property as fundamental to personal human development (so long as oppressors are the only true human beings); the myth of the industriousness of the oppressors and the laziness and dishonesty of the oppressed as well as the myth of the natural inferiority of the latter and the superiority of the former.

[The myth of the absolutizing of ignorance] implies the existence of someone who decrees the ignorance of someone else. The one who is doing the decreeing defines himself and the class to which he belongs as those who know or were born to know; he thereby defines others as alien entities. The words of his own class come to be the "true" words, which he imposes or attempts to impose on the others: the oppressed, whose words have been stolen from them. Those who steal the words of others develop a deep doubt in the abilities of the others and consider them incompetent. Each time they say their word without hearing the word of those whom they have forbidden to speak, they grow more accustomed to power and acquire a taste for guiding, ordering, and commanding. They can no longer live without having someone to give orders to. Under these circumstances, dialogue is impossible.

The oppressed suffer from the duality which has established itself in their innermost being. They discover that without freedom they cannot exist authentically. Yet, although they desire authentic existence, they fear it. They are at one and the same time themselves and the oppressor whose consciousness they have internalized. The conflict lies in the choice between being wholly themselves or being divided; between ejecting the oppressor within or not ejecting them; between human solidarity or alienation; between following prescriptions or having choices; between being spectators or actors; between acting or having the illusion of acting through the action of the oppressors; between speaking out or being silent, castrated in their power to create and re-create, in their power to transform the world. This is the tragic dilemma of the oppressed which their education must take into account.

Dehumanization, which marks not only those whose humanity has been stolen, but also (though in a different way) those who have stolen it, is a distortion of the vocation of becoming more fully human. This distortion occurs within history; but it is not an historical vocation. Indeed, to admit of dehumanization as an historical vocation would lead either to cynicism or total despair. The struggle for humanization, for the emancipation of labor, for the overcoming of alienation, for the affirmation of men and women as persons would be meaningless. This struggle is possible only because dehumanization, although a concrete historical fact, is not a given destiny but the result of an unjust order that engenders violence in the oppressors, which in turn dehumanizes the oppressed. Because it is a distortion of being more fully human, sooner or later being less human leads the oppressed to struggle against those who made them so. 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 oppressors, but rather restorers of the humanity of both. This, then, is the greatest humanistic and historical task of the oppressed: to liberate themselves and their oppressors as well.