Critical reflection on practice is a requirement of the relationship between theory and practice. Otherwise theory becomes simply "blah, blah, blah, " and practice, pure activism.

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educator is to create, together with the students, the conditions under which knowledge at the level of the doxa is superseded by true knowledge, at the level of the logos.

People in communion liberate each other.

Dialogue cannot exist without humility.

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.

An unauthentic word, one which is unable to transform reality, results when dichotomy is imposed upon its constitutive elements. When a word is deprived of its dimension of action, reflection automatically suffers as well; and the word is changed into idle chatter, into verbalism, into an alienated and alienating “blah.” It becomes an empty word, one which cannot denounce the world, for denunciation is impossible without a commitment to transform, and there is no transformation without action.

How can the oppressed, as divided, unauthentic beings, participate in developing the pedagogy of their liberation?