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

One of the methods of manipulation is to inoculate individuals with the bourgeois appetite for personal success.

Whereas banking education anesthetizes and inhibits creative power, problem-posing education involves a constant unveiling of reality. The former attempts to maintain the submersion of consciousness; the latter strives for the emergence of consciousness and critical intervention in reality.

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.

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.

With the establishment of a relationship of oppression, violence has already begun. Never in history has violence been initiated by the oppressed. How could they be the initiators, if they themselves are the result of violence? How could they be the sponsors of something objective whose objective inauguration called forth their existence as oppressed? There would be no oppressed had there been no prior of violence to establish their subjugation.

Education is an act of love, and thus an act of courage