Paulo Freire Quotes about Philosophy

All Paulo Freire Quotes Children Conformity Consciousness Democracy Dialogue Discipline Effort Exercise Fighting Generosity Language Learning Liberation Literature Lying Oppression Philosophy quotes Reading Reality Reflection Revolution School Society Struggle Students Study Suffering Teaching Torture Transformation Understanding Violence

Sometimes a simple, almost insignificant gesture on the part of a teacher can have a profound formative effect on the life of a student.

Sometimes a simple, almost insignificant gesture on the part of a teacher can have a profound formative effect on the life of a student.

Paulo Freire

Teacher, Educational, Philosophy

Paulo Freire (2000). “Pedagogy of Freedom: Ethics, Democracy, and Civic Courage”, p.46, Rowman & Littlefield Publishers

Love is an act of courage.

Paulo Freire

Educational, Philosophy, Love Is

Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.64, Bloomsbury Publishing USA

I cannot be a teacher without exposing who I am.

Paulo Freire

Teacher, Philosophy, Educational

Paulo Freire (2000). “Pedagogy of Freedom: Ethics, Democracy, and Civic Courage”, p.87, Rowman & Littlefield Publishers

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.

Paulo Freire

Teacher, Educational, Philosophy

Paulo Freire (2000). “Pedagogy of Freedom: Ethics, Democracy, and Civic Courage”, p.85, Rowman & Littlefield Publishers

No reality transforms itself.

Paulo Freire

Educational, Philosophy, Reality

Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.38, Bloomsbury Publishing USA

Only through communication can human life hold meaning.

Paulo Freire

Educational, Philosophy, Communication

Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.55, Bloomsbury Publishing USA

There is, in fact, no teaching without learning.

Paulo Freire

Educational, Philosophy, Teaching

Paulo Freire (2000). “Pedagogy of Freedom: Ethics, Democracy, and Civic Courage”, p.31, Rowman & Littlefield Publishers

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.

Paulo Freire

Children, Philosophy, Educational

Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.110, Bloomsbury Publishing USA

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.

Paulo Freire

Educational, Philosophy, Self

Paulo Freire (1998). “Pedagogy of Freedom: Ethics, Democracy, and Civic Courage”, p.51, Rowman & Littlefield

It is impossible to talk of respect for students for the dignity that is in the process of coming to be, for the identities that are in the process of construction, without taking into consideration the conditions in which they are living and the importance of the knowledge derived from life experience, which they bring with them to school. I can in no way underestimate such knowledge. Or what is worse, ridicule it.

Paulo Freire

Educational, Philosophy, School

Paulo Freire (1998). “Pedagogy of Freedom: Ethics, Democracy, and Civic Courage”, p.62, Rowman & Littlefield

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.

Paulo Freire

Educational, Philosophy, Literature

Paulo Freire (2000). “Pedagogy of Freedom: Ethics, Democracy, and Civic Courage”, p.88, Rowman & Littlefield Publishers

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.

Paulo Freire

Philosophy, Educational, School