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For the oppressors, “human beings” refers only to themselves; other people are “things”.
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The oppressed, having internalised 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...
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Certain opressors change sides and join the oppressed in their struggle for liberation, 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 p...
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Education becomes an act of depositing, in which the students are the depositories and the teacher is the depositor.
Students become collectors or cataloguers of the things they store.
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Knowledge emerges only through invention and re-invention, through restless, impatient, continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other.
The raison d’être of libertarian education lies in its drive towards reconciliation.
Education mu...
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Because it is a distortion of being more fully human, sooner or later being less human leads the opressed 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), becom...
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This relationship involves a narrating Subject (the teacher) and patient, listening objects (the students).
The teacher talks about reality as if were motionless, static, compartmentalized, and predictable.
He expounds on a topic completely alien to the existential experience of the...
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The interests of the oppressors lie in “changing the consciousness of the opressed, not the situation which oppresses them”.
The educator’s role is to regulate the way the world “enters into” the students. People “receive” the world as passive entities. The educated individual is the adapt...
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The pursuit of full humanity cannot be carried out in isolation or individualism, but only in fellowship and solidarity.
No one can be authentically human while he prevents others from being so.
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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 a reality apart from people.
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Problem-posing education affirms men and women as beings in the process of becoming- as unfinished, uncompleted beings in and with a likewise unfinished reality.
The unfinished character pf human beings and the transformational character of reality necessitate that education be an ongoing ...
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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.
Whereas banking education anesthetizes and inhibits creative power, problem-posing edu...
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Conditioned by the experience of opressing others, any situations 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, m...
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IDEAS CURATED BY
The world is spiralling with global conflicts and one wonders how true change can come about within oppressed societies. Freire’s text remains ardently relevant.
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Other curated ideas on this topic:
The main difference between the cross-cultural psychology and the other branches of psychology refers to the fact that cross-cultural psychology analyses the effects of culture on human behavior, whereas the other types of psychology focus more on how people themselves influence the human...
There are lazy people, slackers, and folks who don’t step up, but generally, human beings are hardwired to hang in, not to leave or quit.
What’s hard for human beings is letting go.
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