One cannot conceive of objectivity without subjectivity.

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

Only through communication can human life hold meaning.

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educator is to create, together with the students, the conditions under which knowledge at the level of the doxa is superseded by true knowledge, at the level of the logos.

To study is not to consume ideas, but to create and re-create them.

The more we become able to become a child again, to keep ourselves childlike, the more we can understand that because we love the world and we are open to understanding, to comprehension, that when we kill the child in us, we are no longer.

A reader does not suddenly comprehend what is being read or studied, in a snap, miraculously. Comprehension needs to be worked forged, by those who read and study; as subjects of the action, they must seek to employ appropriate instruments in order to carry out the task. For this very reason, reading and studying form a challenging task, one requiring patience and perseverance.