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Important Quotes from Paulo Freire Reading
Course: Argumentative Writing (ENG-W 270)
5 Documents
Students shared 5 documents in this course
University: Indiana University South Bend
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1. “The contents, whether values or empirical dimensions of reality, tend in the process of
becoming narrated to become lifeless and petrified. Education is suffering from
narration sickness” (243).
2. “Words are emptied of their concreteness and become a hollow, alienated, and
alienating verbosity” (244).
3. “Instead of communicating, the teacher issues communiques and makes deposits which
the students patiently receive, memorize, and repeat” (244).
4. “Education must begin with the solution of the teacher-student contradiction, by
reconciling the poles of the contradiction so that both are simultaneously teachers and
students” (244).
5. “The more completely they accept the passive role imposed on them, the more they tend
simply to adapt to the world as it is and to the fragmented view of reality deposited in
them” (245).
6. “The capability of banking education to minimize or annul the students’ creative power
and to stimulate their credlity serves the interest of the oppressors, who neither care to
have the world revealed nor to see it transformed” (245).
7. “They may discover through their [...] experience that their present way of life is
irreconcilable with their vocation to become fully human” (246).
8. “Translated into practice, this concept is well suited to the purposes of the oppressors,
whose tranquility rests on how well people fit into the world the oppressors have created,
and how little they question it” (247).
9. “Authentic thinking, thinking that is concerned about reality, does not take place in ivory
tower isolation, but only in communication” (247).
10. “The banking concept of education, which serves the interests of oppression, is also
necrophilic. Based on a mechanistic, static [...] view of consciousness, it transforms
students into receiving objects” (248).
11. “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” (249).
12. “Indeed, problem-posing education, which breaks with the vertical patterns characteristic
of banking education, can fulfill its function as the practice of freedom only if it can
overcome the above contradiction” (250).
