It would be extremely naive to expect the dominant classes to develop a type of education that would enable subordinate classes to perceive social injustices critically.

The world is split between those who do not sleep because they are hungry and those who do not sleep because they are afraid of those who are hungry.

Whereas banking education anesthetizes and inhibits creative power, problem-posing education involves a constant unveiling of reality. The former attempts to maintain the submersion of consciousness; the latter strives for the emergence of consciousness and critical intervention in reality.

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

The hope of remaking the world is indispensable in the struggle of oppressed men and women.

Whoever teaches learns in the act of teaching, and whoever learns teaches in the act of learning.

Certain members of the oppressor class join the oppressed in their struggle for liberation.