Quotes About Transformation

The truth is, however, that the oppressed are not "marginals," are not people living "outside" society. They have always been "inside"—inside the structure which made them "beings for others." The solution is not to "integrate" them into the structure of oppression, but to transform that structure so that they can become "beings for themselves.

Conversion to the people requires a profound rebirth. Those who undergo it must take on a new form of existence; they can no longer remain as they were.

He was a teacher with good thinks of the life and education but he espress with a sentence.

Education either functions as an instrument that is used to facilitate the integration of the younger generation into the logic of the present system and bring about conformity to it, or it becomes "the practice of freedom," the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world.

To achieve critical consciousness of the facts that it is necessary to be the "owner of one's own labor," that labor "constitutes part of the human person," and that "a human being can neither be sold nor can he sell himself" is to go a step beyond the deception of palliative solutions. It is to engage in authentic transformation of reality in order, by humanizing that reality, to humanize women and men.

Just as objective social reality exists not by chance, but as the product of human action, so it is not transformed by chance. If humankind produce social reality, then transforming that reality is an historical task, a task for humanity.

In order for the oppressed to be able to wage the struggle for their liberation, they must perceive the reality of oppression not as a closed world from which there is no exit, but as a limiting situation which they can transform.

Education is thus constantly remade in the praxis. In order to be it must become. Its "duration" (in the Bergsonian meaning of the word) is found in the interplay of opposites permanence and change.

ÖÄŸretmen öÄŸretmelidir. Bunu yapmak zorundad?r. Ama öÄŸretmek bilgiyi aktarmak deÄŸildir. Bir eyleme öÄŸretme eylemi denebilmesi için, öÄŸrenme eyleminin öÄŸrencilerin ayn? zamanda kendilerine öÄŸretilen bilgiyi üreten kiÅŸiler haline geldikleri, içeriÄŸi ya da bilinebilir nesneyi kavrama eyleminden önce ya da onunla eÅŸ zamanl? olarak gerçekleÅŸmesi gerekir.

Only human beings are praxis--the praxis which, as the reflection and action which truly transform reality, is the source of knowledge and creation. Animal activity, which occurs without a praxis, is not creative; people's transforming activity is.

Ninguém nasce feito. Vamos nos fazendo aos poucos na prática social de que tornamos parte

Individuals who were submerged in reality, merely feeling their needs, emerge from reality and perceive the causes of their needs. In this way, they can go beyond the level of real consciousness to that of potential consciousness much more rapidly.

The more students work at storing the deposits entrusted to them, the less they develop the critical consciousness which would result from their intervention in the world as transformers of that world. 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.

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. The teacher is no longer merely the-one-who-teaches, but one who is himself taught in dialogue with the students, who in turn while being taught also teach. They become jointly responsible for a process in which all grow.

It is essential not to confuse modernization with development.

Personne n'éduque autrui, personne ne s'éduque seul, les hommes s'éduquent ensemble par l'intermédiaire du monde.

In the process of transition of revolution, is to create an education that enlarges and amplifies the horizon of critical understanding of the people, to cre­ate an education devoted to freedom.

To begin always anew, to make, to reconstruct, and to not spoil, to refuse to bureaucratize the mind, to understand and to live life as a process—live to become

One of the basic elements of the relationship between oppressor and oppressed is prescription. Every prescription represents the imposition of one individual's choice upon another, transforming the consciousness of the person prescribed to into one that conforms with the prescriber's consciousness. Thus, the behavior of the oppressed is a prescribed behavior, following as it does the guidelines of the oppressor.

Sé q las cosas pueden incluso empeorar, pero también sé, q es posible intervenir para mejorarlas

If the structure does not permit dialogue the structure must be changed

True generosity consists precisely in fighting to destroy the causes which nourish false charity. False charity constrains the fearful and subdued, the "rejects of life," to extend their trembling hands. True generosity lies in striving so that these hands--whether of individuals or entire peoples--need be extended less and less in supplication, so that more and more they become human hands which work and, working, transform the world.

It is necessary that the weakness of the powerless is transformed into a force capable of announcing justice. For this to happen, a total denouncement of fatalism is necessary. We are transformative beings and not beings for accommodation.

Liberating education consists in acts of cognition, not transferals of information.