Experience Teaches Us Not To Assume That

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.

Because Love Is An Act Of Courage, Not Of Fear, Love Is A Commitment To Others. No Matter Where The Oppressed Are Found, The Act Of Love Is Commitment To Their Cause--the Cause Of Liberation.

... There Is No Valid Teaching From Which There Does Not Emerge Something Learned And Through Which The Learner Does Not Become Capable Of Recreating And Remaking What Has Been Taught.

Educators Need To Know What Happens In The World Of The Children With Whom They Work. They Need To Know The Universe Of Their Dreams, The Language With Which They Skillfully Defend Themselves From The Aggressiveness Of Their World, What They Know Independently Of The School, And How They Know It.

The Object Of A Dialogical-liberterian Action Is Not To 'dislodge' The Oppressed From A Mythological Reality In Order To 'bind' Them To Another Reality. On The Contrary, The Object Of Dialogical Action Is To Make It Possible For The Oppressed, By Perceiving Their Adhesion, To Opt To Transform An Unjust Reality." "in Order For The Oppressed To Unite They Must First Cut The Umbilical Cord Of Magic And Myth Which Binds Them To The World Of Oppression; The Unity Which Links Them To Each Other Must Be Of A Different Nature.