How can the oppressed, as divided, unauthentic beings, participate in developing the pedagogy of their liberation? Only as they discover themselves to be 'hosts' of the oppressor can they contribute to the midwifery of their liberating pedagogy. As long as they live in the duality in which to be is to be like and to be like is to be like the oppressor, this contribution is impossible. The pedagogy of the oppressed is an instrument for their critical discovery that both they and their oppressors are manifestations of dehumanization.

Welfare programs as instruments of manipulation ultimately serve the end of conquest. They act as an anesthetic, distracting the oppressed from the true causes of their problems and from the concrete solutions of these problems.

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.

To affirm that men and women are persons and as persons should be free, and yet to do nothing tangible to make this affirmation a reality, is a farce.

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

Only through communication can human life hold meaning.

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