The behavior of the oppressed is a prescribed behavior, following as it does the guidelines of the oppressor.
Paulo FreireRead
This pedagogy makes oppression and its causes objects of reflection by the oppressed, and from that reflection will come their necessary engagement in the struggle for their liberation. And in the struggle this pedagogy will be made and remade
Interpretation
The quote emphasizes the importance of understanding oppression to empower those who are oppressed to actively pursue their liberation.
Paulo Freire's quote highlights the concept that education should serve as a tool for the oppressed to reflect on their situations and recognize the root causes of their oppression. This reflective process is crucial for motivating individuals to engage in efforts toward their own liberation, suggesting that learning and activism are interconnected and that the act of liberation itself shapes the educational process.
In practice
In a workshop on social justice, this quote could inspire participants to examine the roots of societal issues.
The behavior of the oppressed is a prescribed behavior, following as it does the guidelines of the oppressor.
How can the oppressed, as divided, unauthentic beings, participate in developing the pedagogy of their liberation?
Critical and liberating dialogue, which presupposes action, must be carried on with the oppressed at whatever the stage of their struggle for liberation. The content of that dialogue can and should vary in accordance with historical conditions and the level at which the oppressed perceive reality.
This is the sense in which I am obliged to be a listener. To listen to the student's doubts, fears, and incompetencies that are part of the learning process. It is in listening to the student that I learn to speak with him or her.
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.
Education is an act of love, and thus an act of courage
We must be learning if we are to feel fully alive, and when life, or love, becomes too predictable and it seems like there is little left to learn, we become restless - a protest, perhaps, of the plastic brain when it can no longer perform its essential task.
Of all the inanimate objects, of all men's creations, books are the nearest to us for they contain our very thoughts, our ambitions, our indignations, our illusions, our fidelity to the truth, and our persistent leanings to error. But most of all they resemble us in their precious hold on life.
Education with inert ideas is not only useless; it is above all things harmful.
The teaching of one virtuous person can influence many; that which has been learned well by one generation can be passed on to a hundred.
Therefore only through education does one come to be dissatisfied with his own knowledge, and only through teaching others does one come to realize the uncomfortable inadequacy of his knowledge. Being dissatisfied with his own knowledge, one then realizes that the trouble lies with himself, and realizing the uncomfortable inadequacy of his knowledger.
In general, higher education does not know how to speak for its interests. It offers a stance that is defensive, cowardly and likely to be ineffective.
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