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cherrie_bluhd's review
5.0
This book gave me such a clear sense of the reality we live in and how to act upon it, which is the simplest and most important sentence I can write about a book. I think I say this about a lot of books, but this book just hit me at exactly the right time, and I think there is sometime in the future coming where I will re-read it and it will hit me again. In a time of absolute hopelessness, confusion, and helplessness, this book gave me so much to see in our future and more to hope for than I ever thought possible. Honestly a book everyone should read.
williamsangm's review
challenging
emotional
hopeful
informative
inspiring
reflective
medium-paced
5.0
critical reading!
sunsun886's review
4.0
"Euphemism is a form of language that not only mystifies and distorts reality; it is also a much- used technique by dominant forces (the media, political pundits, the educated class) to distract attention from the real issues that ail society, such as the obscene widening of the income gap between the rich and the poor, the pernicious shrinking of the middle-class, and the generalized alienation of the dispossessed. "
"Freire's major goal was not to develop a literacy methodology to be used with oppressed people of the world. His main goal was to use literacy and the subsequent methods he developed for particular groups of adult learners to lead people to conscientization."
"pedagogy of the oppressed, [which is] animated by authentic, humanist (not humanitarian) generosity [that] presents itself as a pedagogy of humankind. Pedagogy which begins with the egoistic interests of the oppressors (an egoism cloaked in the false generosity of paternalism) and makes the oppressed the objects of its humanitarianism, itself maintains and embodies oppression. It is an instrument of dehumanization."
"Thus, the psuedo-critical educators who proclaim the need to 'give' people of color or women a voice, fail to realize that voice is not a gift. It is a democratic right. It is a human right."
"the pedagogy of the first stage must deal with the problem of the oppressed consciousness and the oppressor consciousness, the problem of men and women who oppress and men and women who suffer oppression. It must take into account their behavior, their view of the world, and their ethics. A particular problem is the duality of the oppresseed: they are contradictory, divided beings, shaped by and existing in a concrete situation of oppression and violence."
"They talk about people, but they do not trust them; and trusting the people is the indispensable precondition for revolutionary change. A real humanist can be identified more by his trust in the people, which engages him in their struggle, than by a thousand actions in their favor without that trust."
"Knowledge emerges only through invention and re-invention, through the resetless, impatient , continuing, hopeful inquiry human beings pursue in the world, with the world and with each other."
"The unfinished character of human beings and the transformational character of reality necessitate that education be an ongoing activity."
"Any situation in which some individuals prevent others from engaging in the process of inquiry is one of violence. The means used are not important; to alienate human beings from their own decision making is to change them into objects."
"Because love is an act of courage, not of fear, love is commitment to others. No matter where the oppressed are found, the act of love is commitment to their cause- the cause of liberation."
"It is not our role to speak to the people about our own view of the world, nor to attempt to impose that view on them, but rather to dialogue with the people about their view and ours. We must realize that their view of the world, manifested variously in their action, reflects their situation in the world. Educational and political action which is not critically aware of this situation runs the risk of either of 'banking' or of preaching in the desert."
"Of the uncompleted beings, man is the only one to treat his actions but his very self as the object of his reflection; this capacity distinguishes him from the animals, which are unable to separate themselves from their activity and thus are unable to reflect upon it."
"I cannot think for others or without others, nor can others think for me. Even if the people's thinking is superstitious or naiive, it is only as they rethink their assumptions in action that they can change. Producing and acting upon their own ideas -- not consuming those of others -- must constitute that process."
"Concepts such as unity, organization, and struggle are immediately labeled as dangerous. In fact, of course, these concepts are dangerous - to the oppressors- for their realization is necessary to actions of liberation."
"They should recognize that education should be a process of self discovery, of developing one's own capacities and pursuing interests and concerns with an open and independent mind, all in cooperation with others."- Noam Chomsky
"Freire's major goal was not to develop a literacy methodology to be used with oppressed people of the world. His main goal was to use literacy and the subsequent methods he developed for particular groups of adult learners to lead people to conscientization."
"pedagogy of the oppressed, [which is] animated by authentic, humanist (not humanitarian) generosity [that] presents itself as a pedagogy of humankind. Pedagogy which begins with the egoistic interests of the oppressors (an egoism cloaked in the false generosity of paternalism) and makes the oppressed the objects of its humanitarianism, itself maintains and embodies oppression. It is an instrument of dehumanization."
"Thus, the psuedo-critical educators who proclaim the need to 'give' people of color or women a voice, fail to realize that voice is not a gift. It is a democratic right. It is a human right."
"the pedagogy of the first stage must deal with the problem of the oppressed consciousness and the oppressor consciousness, the problem of men and women who oppress and men and women who suffer oppression. It must take into account their behavior, their view of the world, and their ethics. A particular problem is the duality of the oppresseed: they are contradictory, divided beings, shaped by and existing in a concrete situation of oppression and violence."
"They talk about people, but they do not trust them; and trusting the people is the indispensable precondition for revolutionary change. A real humanist can be identified more by his trust in the people, which engages him in their struggle, than by a thousand actions in their favor without that trust."
"Knowledge emerges only through invention and re-invention, through the resetless, impatient , continuing, hopeful inquiry human beings pursue in the world, with the world and with each other."
"The unfinished character of human beings and the transformational character of reality necessitate that education be an ongoing activity."
"Any situation in which some individuals prevent others from engaging in the process of inquiry is one of violence. The means used are not important; to alienate human beings from their own decision making is to change them into objects."
"Because love is an act of courage, not of fear, love is commitment to others. No matter where the oppressed are found, the act of love is commitment to their cause- the cause of liberation."
"It is not our role to speak to the people about our own view of the world, nor to attempt to impose that view on them, but rather to dialogue with the people about their view and ours. We must realize that their view of the world, manifested variously in their action, reflects their situation in the world. Educational and political action which is not critically aware of this situation runs the risk of either of 'banking' or of preaching in the desert."
"Of the uncompleted beings, man is the only one to treat his actions but his very self as the object of his reflection; this capacity distinguishes him from the animals, which are unable to separate themselves from their activity and thus are unable to reflect upon it."
"I cannot think for others or without others, nor can others think for me. Even if the people's thinking is superstitious or naiive, it is only as they rethink their assumptions in action that they can change. Producing and acting upon their own ideas -- not consuming those of others -- must constitute that process."
"Concepts such as unity, organization, and struggle are immediately labeled as dangerous. In fact, of course, these concepts are dangerous - to the oppressors- for their realization is necessary to actions of liberation."
"They should recognize that education should be a process of self discovery, of developing one's own capacities and pursuing interests and concerns with an open and independent mind, all in cooperation with others."- Noam Chomsky
jedwardsusc's review
4.0
It seems like there are many bad versions of Freire out there--with roundtable "conversation" standing in for learning. Some of Freire's opinions seem overly idealistic--particularly when it comes to authority relationships--but his work as a whole is much deeper and more nuanced than I'd expected.
The context of Freire's work--teaching basic literacy to severely marginalized populations--helps explain a lot about his approach and his pedagogical emphases. It's a short but deep book, and it's something I'll absolutely be rereading.
The context of Freire's work--teaching basic literacy to severely marginalized populations--helps explain a lot about his approach and his pedagogical emphases. It's a short but deep book, and it's something I'll absolutely be rereading.
amouria's review
5.0
One of the most validating reads. Freire's articulates the way of the world so well. My biggest issue is that the writing was a bit of a challenge to get through.