Marxist Humanists

"We should remember that Chile was, in the '70s, beginning of the ’70s, the most democratic country in the Spanish-speaking world — Latin America and Spain and Portugal included. And this day, for the first time in history, of the Chilean history, the army revolted against the legitimate government. That was unexpected. And this army overthrew the government and changed the regime and established, in place of the parliamentarian democracy, a dictatorship, and through force, through massive arrests, through killings … the president was Salvador Allende, a Democrat for forty years in the public life of Chile, a convinced Democrat, that fought until his last moment of life for defending the law and defending the freedom of all the Chilean citizens."

"The people must defend themselves, but they must not sacrifice themselves. The people must not let themselves be destroyed or riddled with bullets, but they cannot be humiliated either. Workers of my country, I have faith in Chile and its destiny. Other men will overcome this dark and bitter moment when treason seeks to prevail. Keep in mind that, much sooner than later, great avenues will again be opened, through which will pass the free man, to construct a better society. Long live Chile! Long live the people! Long live the workers! These are my last words, and I am certain that my sacrifice will not be in vain, I am certain that, at the very least, it will be a moral lesson that will punish felony, cowardice, and treason."

"I am not the president of all the Chileans. I am not a hypocrite that says so."

"Placed in a historic transition, I will pay for loyalty to the people with my life. And I say to them that I am certain that the seeds which we have planted in the good conscience of thousands and thousands of Chileans will not be shriveled forever. They have force and will be able to dominate us, but social processes can be arrested by neither crime nor force. History is ours, and people make history."

"Since the 1950s, several democratically elected socialist governments have nationalized large parts of their extractive sectors and begun to redistribute to the poor and middle class the wealth that had previously hemorrhaged into foreign bank accounts, most notably Mohammad Mosaddegh in Iran and Salvador Allende in Chile. But those experiments were interrupted by foreign-sponsored coups d'état before reaching their potential."

"We already had success in creating a democratic, national government that is revolutionary and popular. That is how socialism begins, not with decrees."

"I don't think he influenced my life much until he died, although I always had great admiration for him. When we had the military coup in Chile in 1973, it was not he, but the military coup that changed the lives of so many Chileans. It affected half the population dramatically. Salvador Allende was my father’s first cousin. I saw him on weekends, sometimes on vacations, but I did not live with him. After the military coup, I realized that he had a historical dimension. I only saw that after I left Chile. Following the coup, his name was banned throughout Chile. When I went to Venezuela, every time I said my name, people would ask immediately if I was related to Salvador Allende. He has become a legendary figure, a hero."

"Surely, this will be the last opportunity for me to address you. The Air Force has bombed the antennas of Radio Magallanes. My words do not have bitterness but disappointment. … the only thing left for me is to say to workers: I am not going to resign!"

"I have been to Cuba many times. I have spoken many times with Fidel Castro and got to know Commander Ernesto Guevara well enough. I know Cuba's leaders and their struggle. It has been difficult to overcome the blockade. But the reality in Cuba is very different from that in Chile. Cuba came from a dictatorship, and I arrived at the presidency after being senator for 25 years."

"Stalin was an example of creativity, humanism and an edifying example of peace and heroism! [...] Everything that he did, he did at the service of the people. Our father Stalin is dead, but when remembering his example, our affection towards him will make our arms grow strong for the building of a great tomorrow, to assure a future in memory of his magnificent example."

"We start from different ideological positions. For you, to be a Communist or a Socialist is to be totalitarian; for me no.… On the contrary, I think Socialism frees man."

"As for the bourgeois state, at the present moment, we are seeking to overcome it, to overthrow it.… Our objective is total, scientific, Marxist socialism."

"This work deals with a very obvious truth: just as the oppressor, in order to oppress, needs a theory of oppressive action, so the oppressed, in order to become free, also need a theory of action."

"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."

"Only in the encounter of the people with the revolutionary leaders—in their communion, in their praxis—can this theory be built."

"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."

"Organization is not only directly linked to unity, but a natural development of that unity. Accordingly, the leaders' pursuit of that unity is also an attempt to organize the people, requiring witness to the fact that the struggle for liberation is a common task."

"Integration with one's context, as distinguished from adaptation, is a distinctively human activity. Integration results from the capacity to adapt oneself to reality plus the critical capacity to make choices and to transform that reality. To the extent that man loses his ability to make choices and is subjected to the choices of others, to the extent that his decisions are no longer his own because they result from external prescriptions, he is no longer integrated. Rather, he has adapted. He has "adjusted." Unpliant men, with a revolutionary spirit, are often termed "maladjusted.""

"The integrated person is person as Subject. In contrast, the adaptive person is person as object, adaptation representing at most a weak form of self-defense. If man is incapable of changing reality, he adjusts himself instead. Adaptation is behavior characteristic of the animal sphere; exhibited by man, it is symptomatic of his dehumanization."

"Unfortunately, what happens to a greater or lesser degree in the various "worlds" into which the world is divided is that the ordinary person is crushed, diminished, converted into a spectator, maneuvered by myths which powerful social forces have created. These myths turn against him; they destroy and annihilate him. Tragically frightened, men fear authentic relationships and even doubt the possibility of their existence."

"I urge my students que se aprovechen el momento of their college years; to look beyond conventional career-oriented concerns toward something deeper, toward the discomfort and wonder of real conciencia, which comes, as the educator Paulo Freire understood, through a self-determined, self-defined education."

"(What do you think Paulo Freire would say about how his theories are used today?) I think he would be generally appalled by the current teach-to-test doctrines. (What do you think a Freirean university would look like today?) Instruction should reject the notion of education as pouring water into a vessel, in favor of engaging students in an active quest for understanding in a faculty-student cooperative environment. To a significant extent something like that is true of science teaching, at its best, sometimes elsewhere. (If students took just one thing away from reading Pedagogy of the Oppressed what would you hope it would be?) They should recognize that education should be a process of self-discovery, of developing one's own capacities and pursuing interests and concerns with an open and independent mind, all in cooperation with others."

"It is not possible to remake this country, to democratize it, humanize it, make it serious, as long as we have teenagers killing people for play and offending life, destroying the dream, and making love unviable. If education alone cannot transform society, without it society cannot change either."

"In our culture, so often, people teach beliefs, values, ideas, that have no relationship to how they live their lives. And each of the many times that I saw Paulo, I saw him exemplify again and again a unity between theory and praxis. And that has inspired me both as an intellectual and as a teacher to want to have that kind of unity, to believe and to know that it’s not a dream or a fantasy, but that you can teach by being in the world as much as you can by the books you write."

"The best student in physics or mathematics, at school or university, is not one who memorizes formulae but one who is aware of the reason for them. For students, the more simply and docilely they receive the contents with which their teachers "fill" them in the name of knowledge, the less they are able to think and the more they become merely repetitive. The best philosophy student is not one who discourses, "ipsis verbis," on the philosophy of Plato, Marx, or Kant but one who thinks critically about their ideas and takes the risk of thinking too."

"Knowing is the task of Subjects, not of objects. It is as a subject, and only as such, that a man or woman can really know. In the learning process the only person who really learns is s/he who appropriates what is learned, who apprehends and thereby re-invents that learning; s/he who is able to apply the appropriated learning to concrete existential situations. On the other hand, the person who is filled by another with "contents" whose meaning s/he is not aware of, which contradict his or her way of being in the world, cannot learn because s/he is not challenged."

"If education is the relation between Subjects in the knowing process mediated by the knowable object, in which the educator permanently reconstructs the act of knowing, it must then be problem-posing. The task of the educator is to present to the educatees as a problem the content which mediates them, and not to discourse on it, give it, extend it, or hand it over, as if it were a matter of something already done, constituted, completed, and finished."

"The excess of power which has characterized our culture from the start created on the one hand an almost masochistic desire to submit to that power and on the other a desire to be all-powerful. This habit of submission led men to adapt and adjust to their circumstances, instead of seeking to integrate themselves with reality. Integration, the behavior characteristic of flexibly democratic regimes, requires a maximum capacity for critical thought. In contrast, the adapted man, neither dialoguing nor participating, accommodates to conditions imposed upon him and thereby acquires an authoritarian and acritical frame of mind."

"Men are defeated and dominated, though they do not know it; they fear freedom, though they believe themselves to be free. They follow general formulas and prescriptions as if by their own choice. They are directed; they do not direct themselves. Their creative power is impaired. They are objects, not Subjects."

"Knowing, whatever its level, is not the act by which a subject transformed into an object docilely and passively accepts the contents others give or impose on him or her. Knowledge, on the contrary, necessitates the curious presence of subjects confronted with the world. It requires their transforming action on reality. It demands a constant searching. It implies invention and reinvention. It claims from each person a reflection on the very act of knowing."

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

"The object of a dialogical-libertarian 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."

"I interpret the revolutionary process as dialogical cultural action which is prolonged in 'cultural revolution' once power is taken. In both stages a serious and profound effort at conscientização—by means of which the people, through a true praxis, leave behind the status of objects to assume the status of historical Subjects—is necessary."

"The culture of the dominant class hinders the affirmation of men as beings of decision."

"Finally, cultural revolution develops the practice of permanent dialogue between leaders and people and consolidates the participation of the people in power."

"The atmosphere of the home is prolonged in school, where students soon discover that (as in the home) in order to achieve some satisfaction they must adapt to the precepts which have been set from above. One of these precepts is not to think."

"For cultural invasion to succeed, it is essential that those invaded become convinced of their intrinsic inferiority."

"The participants begin to realize that if their analysis of the situation goes any deeper they will either have to divest themselves of their myths, or reaffirm them. Divesting themselves of and renouncing their myths represents, at that moment, an act of self-violence. On the other hand, to reaffirm those myths is to reveal themselves."

"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."

"People are fulfilled only to the extent that they create their world (which is a human world), and create it with their transforming labor. The fulfillment of humankind as human beings lies, then, in the fulfillment of the world. If for a person to be in the world of work is to be totally dependent, insecure, and permanently threatened—if their work does not belong to them—the person cannot be fulfilled. Work that is not free ceases to be a fulfilling pursuit and becomes an effective means of dehumanization."

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

"For if the people join to their presence in the historical process critical thinking about that process, the threat of their emergence materializes in a revolution. Whether one calls this correct thinking 'revolutionary consciousness' or 'class consciousness,' it is an indispensable precondition of revolution. The dominant elites are so well aware of this fact that they instinctively use all means, including physical violence, to keep people from thinking."

"It is accomplished by the oppressors depositing myths indispensable to the preservation of the status quo."

"The oppressors develop a series of methods precluding any presentation of the world as a problem and showing it rather as a fixed entity, as something given—something to which people, as mere spectators, must adapt."

"As the oppressor minority subordinates and dominates the majority, it must divide it and keep it divided in order to remain in power."

"One of the methods of manipulation is to inoculate individuals with the bourgeois appetite for personal success."

"The task of revolutionary leaders is to pose as problems not only this myth, but all the other myths used by the oppressor elites to oppress."

"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."

"Scientific and humanist revolutionary leaders, on the other hand, cannot believe in the myth of the ignorance of the people."

"In a dynamic, rather than static, view of revolution, there is no absolute 'before' or 'after,' with the taking of power as the dividing line."