Any attempt to treat people as semihumans only dehumanizes them.

The role of the educator is one of tranquil possession of certitude in regard to the teaching of not only contents but also of 'correct thinking.'

The oppressors do not perceive their monopoly on having more as a privilege which dehumanizes others and themselves. They cannot see that, in the egoistic pursuit of having as a possessing class, they suffocate in their own possessions and no longer are; they merely have.

No pedagogy which is truly liberating can remain distant from the oppressed by treating them as unfortunates and by presenting for their emulation models from among the oppressors. The oppressed must be their own example in the struggle for their redemption (Freire, 1970, p. 54).

Experience teaches us not to assume that the obvious is clearly understood

Teachers who do not take their own education seriously, who do not study, who make little effort to keep abreast of events have no moral authority to coordinate the activities of the classroom.

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