Christian Communists

"Both in the natural sciences and in sociology direct perception is deceptive, leading to the view that we are confronted with something which is in itself just what it appears to be. This is by no means the case and has long ago been rejected by the physical sciences, and it would be interesting to find out why it is still virtually unchallenged in sociology."

"(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."

"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."

"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."

"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."

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

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

"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."

"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."

"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."

"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."

"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."

"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."

"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."

"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."

"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 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."

"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."

"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."

"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."

"A fact which is not denied but whose truths are rationalized loses its objective base. It ceases to be concrete and becomes a myth created in defense of the class of the perceiver."

"True solidarity is found only in the plenitude of this act of love, and in its existentiality, in its praxis."

"The behavior of the oppressed is a prescribed behavior, following as it does the guidelines of the oppressor."

"In the banking concept of education, knowledge is a gift bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing."

"Critical and liberating dialogue, which presupposes action, must be carried on with the oppressed at whatever the stage of their struggle for liberation."

"Discovering himself to be an oppressor may cause considerable anguish, but it does not necessarily lead to solidarity with the oppressed."

"Attempting to liberate the oppressed without their reflective participation in the act of liberation is to treat them as objects that must be saved from a burning building."

"It is necessary to trust in the oppressed and in their ability to reason."

"While no one liberates himself by his own efforts alone, neither is he liberated by others."

"The correct method lies in dialogue. The conviction of the oppressed that they must fight in their liberation is not a gift bestowed by the revolutionary leadership, but the result of their own conscientização."

"Almost never do they realize that they, too, 'know things' they have learned in their relations with the world."

"They call themselves ignorant and say the 'professor' is the one who has knowledge and to whom they should listen."

"Liberation is thus a childbirth, and a painful one."

"The oppressed find in the oppressors their model of 'manhood.'"

"The oppressors, who oppress, exploit, and rape by virtue of their power, cannot find in this power the strength to liberate either the oppressed or themselves."

"The oppressed want at any cost to resemble the oppressors."

"A real humanist can be identified more by his trust in the people, which engages him in their struggle."

"As long as they live in the duality in which to be is to to be like, and to be like is to be like the oppressor, this contribution is impossible."

"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."

"In problem-posing education, people develop their power to perceive critically the way they existin the world with which and in which they find themselves; they come to see the world not as a static reality, but as a reality in process, in transformation."

"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."

"Problem-posing education affirms men and women as beings in the process of becoming."

"Authentic thinking, thinking that is concerned about reality, does not take place in ivory tower isolation, but only in communication. If it is true that thought has meaning only when generated by action upon the world, the subordination of students to teachers becomes impossible."

"Through dialogue, the teacher-of-the-students and the students-of-the-teacher cease to exist and a new term emerges: teacher-student with students-teachers."

"Those truly committed to liberation must reject the banking concept in its entirety, adopting instead a concept of women and men as conscious beings, and consciousness as consciousness intent upon the world. They must abandon the educational goal of deposit-making and replace it with the posing of the problems of human beings in their relations with the world."

"A deepened consciousness of their situation leads people to apprehend that situation as an historical reality susceptible of transformation.""

"Education as the exercise of domination stimulates the credulity of students, with the ideological intent (often not perceived by educators) of indoctrinating them to adapt to the world of oppression."

"Dialogue cannot exist, however, in the absence of a profound love for the world and its people."

"Dialogue cannot exist without humility."

"Indeed, some revolutionaries brand as innocents, dreamers, or even reactionaries; those who would challenge this educational practice. But one does not liberate people by alienating them. Authentic liberation - the process of humanization - is not another deposit to be made in men."