In Order To Have The Continued Opportunity

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).

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.

Coherently Democratic Authority Carries The Conviction That True Discipline Does Not Exist In The Muteness Of Those Who Have Been Silenced But In The Stirrings Of Those Who Have Been Challenged, In The Doubt Of Those Who Have Been Prodded, And In The Hopes Of Those Who Have Been Awakened.

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.

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.