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 impressed 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.

Education is freedom. Education will teach you how to do it yourself as opposed to asking someone else to do it for you. And around it our own town... Freemanville!

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.

Although the teachers or the students are not the same, the person in charge of education is being formed or re-formed as he/she teaches, and the person who is being taught forms him/herself in the process. ...There is, in fact, no teaching without learning.

Teacher preparation should go beyond the technical preparation of teachers and be rooted in the ethical formation both of selves and of history.

The parent-child relationship in the home usually reflects the objective cultural conditions of the surrounding social structure. If the conditions which penetrate the home are authoritarian, rigid, and dominating, the home will increase the climate of oppression. As these authoritarian relations between parents and children intensify, children in their infancy increasingly internalize the paternal authority.

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educator is to create, together with the students, the conditions under which knowledge at the level of the doxa is superseded by true knowledge, at the level of the logos.