At times, I have been criticized by some philosophers of education, who place me in postures that they classify pejoratively as 'revolutionary.' But I have had the satisfaction of being invited to work in societies making progressive efforts without wavering. They were changing, and so they called on me.

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

The oppressed find in the oppressors their model of 'manhood.'

The former oppressors do not feel liberated. On the contrary, they genuinely consider themselves to be oppressed.

Revolution is born as a social entity within the oppressor society.

Education as the exercise of domination stimulates the credulity of students, with the ideological intent (often not perceived by educators) of indoctrinating them to adapt to the world of oppression.

The oppressors do not favor promoting the community as a whole, but rather selected leaders.