There Is, In Fact, No Teaching Without

[t]he More Radical The Person Is, The More Fully He Or She Enters Into Reality So That, Knowing It Better, He Or She Can Transform It. This Individual Is Not Afraid To Confront, To Listen, To See The World Unveiled. This Person Is Not Afraid To Meet The People Or To Enter Into A Dialogue With Them. This Person Does Not Consider Himself Or Herself The Proprietor Of History Or Of All People, Or The Liberator Of The Oppressed; But He Or She Does Commit Himself Or Herself, Within History, To Fight At Their Side.

Learning Is A Process Where Knowledge Is Presented To Us, Then Shaped Through Understanding, Discussion And Reflection.

An Unauthentic Word, One Which Is Unable To Transform Reality, Results When Dichotomy Is Imposed Upon Its Constitutive Elements. When A Word Is Deprived Of Its Dimension Of Action, Reflection Automatically Suffers As Well; And The Word Is Changed Into Idle Chatter, Into Verbalism, Into An Alienated And Alienating “blah.” It Becomes An Empty Word, One Which Cannot Denounce The World, For Denunciation Is Impossible Without A Commitment To Transform, And There Is No Transformation Without Action.

Indeed, Some "revolutionaries" Brand As "innocents," "dreamers," Or Even "reactionaries"; Those Who Would Challenge This Educational Practice. But One Does Not Liberate People By Alienating Them. Authentic Liberation - The Process Of Humanization - Is Not Another Deposit To Be Made In Men.

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).