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.

To teach is part of the very fabric of learning.

Because love is an act of courage, not of fear, love is a commitment to others. No matter where the oppressed are found, the act of love is commitment to their cause--the cause of liberation.

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

Indeed, the interests of the oppressors lie in 'changing the consciousness of the oppressed, not the situation which oppresses them.

The intellectual activity of those without power is always characterized as non-intellectual.

The role of the educator is one of tranquil possession of certitude in regard to the teaching of not only contents but also of 'correct thinking.'