The teacher is no longer merely the-one-who-teaches, but one who is him/herself taught in dialogue with the students, who in turn while being taught also teach. They become jointly responsible for a process in which all grow.

Problem-posing education affirms men and women as beings in the process of becoming.

Individuals who were submerged in reality, merely feeling their needs, emerge from reality and perceive the causes of their needs.

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

To glorify democracy and to silence the people is a farce; to discourse on humanism and to negate people is a lie.

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educator is to create, together with the students, the conditions under which knowledge at the level of the doxa is superseded by true knowledge, at the level of the logos.