Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other.

Any attempt to treat people as semihumans only dehumanizes them.

Looking at the past must only be a means of understanding more clearly what and who they are so that they can more wisely build the future.

... there are moments in which the teacher, as the authority talks to the learners, says what must be done, establishes limits without which the very freedom of learners is lost in lawlessness, but these moments, in accordance with the political options of the educator, are alternated with others in which the educator speaks with the learner.

Whether the teacher is authoritarian, undisciplined, competent, incompetent, serious, irresponsible, involved, a lover of people and of life, cold, angry with the world, bureaucratic, excessively rational, or whatever else, he/she will not pass through the classroom without leaving his or her mark on the students.

The road to revolution involves openness to the people, not imperviousness to them; it involves communion with the people, not mistrust.

Liberation is a praxis: the action and reflection of men and women upon their world in order to transform it.